INTRODUCTION – OUR WORLDVIEWS



Social Studies ReviewChapters 1 – 9INTRODUCTION – OUR WORLDVIEWSWorldview – is a collection of values (a moral standard of behaviour) and beliefs (something accepted as true) about life that is common to a group. . . in other words, the basis for the way you act, way your react and way you feel about the world.Society - a group of people linked by common activities or interests and sharing a location; a group of humans defined by mutual interests, shared institutions and a common cultureWestern world – societies that are based on the worldview that developed in western EuropeExample: A worldview of people in the western worldAll people are treated equalsIndividuality is importantBasic education should be available to allDemocracyGaining wealth is important in order to have comfortable lifeHumans are superior to all other life formsAs Canadians we have common values and beliefs in our approaches, ie. medical care, education, religion, arts, etc. that is different from worldviews from other countries.Due to Canada’s size, our worldview may change slightly if you live on the East Coast, West Coast, Ontario or prairie provinces. It may be slightly different again if you are aboriginal (oral traditions, ties to the land) vs francophone (religion, language and education rights) vs Anglophone.Canada is multicultural and immigrants bring their worldview with them to Canada, as they become part of Canadian society, they begin to understand and adopt our values and beliefs.ELEMENTS OF SOCIETY AFFECTED BY WORLDVIEWSocial systems – organization and relationships among people, such as the types of education, medical and social services a society providesPolitical and economic systems political system relates to the way government is organized, the role of citizens in gov’t, and rights given to citizenseconomic systems relate to methods by which people produce and distribute goods and services they needCulture – way of life of a group of people, including language, rules of behaviour, religion, spirituality, arts, literature, sciences, traditions, and other everyday aspect of life1.What are the elements of society affected by worldview:_____________________________________________________________________________________________________________________________________________FACTORS AFFECTING WORLDVIEWDifferent factors influenced and caused changes in the societies and their worldview:Geography – where a group of people live, the climate, land formations, plants and animals, bodies of water, and natural resourcesIdeas and knowledge – what a group knows; scientific, intellectual, technological, artistic, and spiritual knowledgeContact with other groups – contact and interactions between societies and between different groups in a societyWorldview is usually a gradual change over time based on the above factors but it also can be unexpected, earth shattering event that shakes society and causes citizens to examine their worldview. Example: twin towers, BSE2.What are the factors affecting worldview_____________________________________________________________________________________________________________________________________________HOW DID THE EXCHANGE OF IDEAS AND KNOWLEDGE DURING THE RENAISSANCE SHAPE THE WORLDVIEWS OF THE WESTERN WORLD?3.Define the following terms:Renaissance - ______________________________________________________________________________________________________________________________________________________________________CE – ____________________________________________________________________________________Era – ____________________________________________________________________________________Century – _________________________________________________________________________________Middle Ages – ______________________________________________________________________________________________________________________________________________________________________Astrolabe - _______________________________________________________________________________Crusade – _________________________________________________________________________________________________________________________________________________________________________Judaism – ________________________________________________________________________________Christianity – _____________________________________________________________________________Islam – ___________________________________________________________________________________Pilgrim – _________________________________________________________________________________Feudal system – ___________________________________________________________________________________________________________________________________________________________________diplomacy – _______________________________________________________________________________alliance – _____________________________________________________________________________hierarchical – _______________________________________________________________________________Renaissance Introduction1350 CE – 1600 CErenaissance is a French word renaitre, meaning “to be born again”period of time in which innovations based on the rediscovery of ancient Greek and Roman thinking and the thinking of other civilizations Europeans came into contact withmany advanced ideas of the Greek and Romans had been lost or ignored in Europe for 1000 yearsEuropean scholars rediscovered classical documents and discovered new ideas and ways of looking at the worldHistory2000 years ago Europe was part of Roman Empireempire was divided into 2 sections during the 4th century to prevent civil warRoman empire (Europe and west coast north Africa)Byzantine Empire (East coast of Mediterranean Sea and east coast north Africa)Roman Empire broke apart into smaller states and was plunged into what is called the “dark ages” or “middle ages”Roman Empire succumbed to a loss of civic virtue among its citizens, greed, corruption, internal strife and lazy/soft, outsourcing their duties to defend their Empire to mercenaries (work for anyone who would pay them) caused the breakdownBoth Roman and Byzantine Empire were predominantly ChristianHOW DID OTHER CIVILIZATIONS SET THE STAGE FOR THE RENAISSANCE IN EUROPE?During the Middle ages many civilizations flourished in other parts of the world:Mayan empire reached it’s peakInca and Aztec empires beginning to flourishAfrican empires (Mali, Ghana) were centres of learning, trade and wealthAsian and Northern African empires influenced the Europe’s out the Middle Ages into the RenaissanceThe Silk Roadinterconnected series of ancient trade routes through various regions of the Asian continent mainly connecting China, with Asia Minor and the Mediterranean extends over 8,000 km (5,000 miles) on land and sea trade on the Silk Road was a significant factor in the development of the great civilizations it helped to lay the foundations for the modern worldtraded exotic goods: silks, glassware, paper, spices (pepper/cinnamon), apples/oranges, etc.trade went both ways from china to Mediterranean and backconsumers demands increased the size and links of the trade route both for profit and new businessesideas and knowledge, understandings of religion, science, technology, philosophy, music, math passes from society to society also on the route – sharing worldviews.inventions such as irrigation waterwheels also moved along the trade routeDiseases also passed through the route (ie. black death or plague)4.What is the Silk Road and what role did it play in the development of the Renaissance? Include at least 5 points.___________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________Role of Islamic CivilizationIslamic faith spread from the Arabian area to other areas east to Spain and west to IndonesiaCentre of Islamic world was at crossroads of Silk roadMuslim became the middlemen for the Silk road and became very wealthyMuslim empire also became the centre of learning during the middle agesScholars collected knowledge, documents, took math ideas from the far east and refined them into the understanding of numbers known todayInvented aids to help with navigation, such as the astrolabeMedical textbooks were written based on studies of disease 5.Islamic civilization impacted the renaissance. In what ways did it impact? Include at least 3 points.___________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________ HOW DID THE RENAISSANCE BEGIN?1300’s changes were occurring in Europecontact with other cultures was increasing and the exchange of ideas was increasing the ability to changethis change was seen more rapidly in Italy, the hub of the RenaissanceMiddle ages – most Christians believed that God was the centre of human existence, the beliefs of the poor were they had a . . .harsh, short life on earth, they would be rewarded after deathIf you were a wealthy person in the middle ages you could be assured a spot in heaven if you paid money to the church (roman catholic)Religion was the central point of their beliefs, no one disagreed with the church as you then couldn’t get into heaven, church then was prosperous and richYou couldn’t talk to god yourself but had to go through the priest, therefore paying money you would be assured your message got throughArt and architecture therefore were heavily influence by religion, as the church hired, thinkers and artists to work for themPriest were send as god’s chosen representativePope extremely powerful, ruling both the church and the money, he influenced kings, kingdoms and people’s beliefs and actions – power struggles happened between kings and the popeThe CrusadesEurope tried to recapture areas of Middle East under Muslim controlJews, Christians and Muslims considered these areas holy Sanctioned by the pope, crusades originally had the goal of recapturing Jerusalem and the Holy land from Muslim ruleCampaigns against pagans or heretics and people who had been excommunicated for a mixture of religious, economic, and political reasonExposed Europeans to more cultures and ways of lifeThousand of religious pilgrims traveled to these sites to seek god’s favorTravelers on these pilgrims brought back new ideas and attitudes that led to new ways of thinking about their own lives and society6.Define crusade____________________________________________________________________________________________________________________________________________HOW DID THE SOCIAL STRUCTURE DURING THE MIDDLE AGES REFLECT THE WORLDVIEW OF THE TIME?Feudal system well establishedMonarchs granted land to nobles in return for military supportWealthy/powerful landholding nobles formed alliances from diplomacy to support monarchLand subdivided to lesser nobles/knights (taxes, supplies)Serf/peasants (90%)were property of nobles and worked land for them, provided military labour – nobles in return offered them protection from invadersNever moved outside of your class, not part of the medieval worldviewPeople believed their situation was god’s will and his will was not to be questionedNobles lived in castles and manor homes and peasants in huts7.Match the following words with there definition.Definitions:________ Urbanization ________ Value judgment ________ papacy ________ republic ________ despot ________ oligarchy ________ sovereignty ________ aristocracy________ guild ________ basilica________ armory________ frescopope and the gov’t of the Roman Catholic Churchthe nobility or those with inherited titlesan opinion based on a person’s individual values and beliefsa Roman Catholic cathedral of particular honouran organization of craftsmen or merchantsa supreme power and authority; the freedom of a country or political unit from outside controlleader with unlimited power; a tyrant or oppressorthe movement of population away from the countryside and into citiesa place where weapons and ammunition are kepta state in which power is held by the people or their representativesa form of government in which a few people have the powera watercolour painting done on a wall or ceiling on wet plasterHOW DID THE GROWTH OF CITIES CONTRIBUTE TO A CHANGING WORLDVIEW?TradeEuropean wanted more exotic spices, silks, etc, Merchants hired to open new trade routes to all parts of known world (North Africa, Middle East, India and China)New trade routes began a revival in business and shippingIncrease contact with traders from Islamic societies Merchants and traders grew wealthy in Europe and a new class outside of the feudal system was formingIncrease trading meant increase in city growths (ie. Paris, Florence, Venice, population of at least 100,000 each)Increase population meant demand for foods and products and led to change in way people lived:Establishment of new businessIndustries began to form (textile, furniture, handicrafts, etc.)Workers finding jobs and less dependent on noblesCommunities became prosperous/powerful in trade, industry and banking and formed city-states(a city that governs itself and the countryside surrounding it)Individuals began to feel sense of belonging to a community (citizens) vs serf belonging to a local lordUrbanizationPeasants that survived the plague wanted a better life for themselves and moved to cities to find workNobles did not have enough peasants to plant and harvest land and a lot left their lands to move to the citiesMost people migrated to Italian cities because they were in the middle of the established trade routes and a successful shipping industryFlorence, Genoa, Venice and Milan became very powerful cities due to success in commercial centres of banking, trade, commerce and industry These city-states prospered for the following reasons:Mountains to north help protect Italy from northern invaders and water around Italy helped protect itItaly had been involved in the trade routes since 10th centuryFeudal system was not strong due urban lifestyle and lack of agricultural landAncient city of Rome reminded people how effective that style of government had beenPower of Roman Catholic Church of Italian city-states weakened when they move the papacy to Avignon South France. Pope and top clerics were French.Italian city governed themselves without much interference from church.Many city-states organized themselves into republics (a group of citizens, rather than a monarch, governs the state)By 14th century most city-states had failed and were usually ruled by despots and oligarchies.Warfare among city-states over territory and trading routes was commonCity-states of Florence, Venice, Milan and Naples signed a Treaty of Lodi 1454 which brought stability to area – basically no city-state was allowed to become powerful enough to overthrow any other city-state. This allowed those cities to focus on improving trade and amassing huge wealth.Around 15th century, city-states sent ambassadors to foreign courts/states to keep in touch with allies and enemiesThese alliances were achieved through diplomacy and marriages 8.Why was trade so important in the growth of the city-states?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________HOW DID THE CITY-STATE OF FLORENCE REFLECT THE RENAISSANCE WORLVIEW?Political and Economic SystemsBuilt on Arno River, trade route before renaissance periodDuring renaissance time trade increased and became centre of successful bankers, silk and wool merchantsHilly terrain was not good for farming but perfect for sheepBankers supported pope and pope gave bankers papacy financial businessSo rich bought surrounding cities (Aresso, Lucca, etc)Started as a republic, many to power struggles among groups ending in Medici family taking control of citySocial SystemsFlorence based on class system but merchant class people moved up the social ladderMerchant class people were call the popolo grasso (fat people)Merchant class people organized into guilds (silk manu, wool manu., bankers, etc.)Workers and shopkeepers called popolo minuto (little people), peasants from the country, not allowed to belong to the guildsNobles still owned land and live on estates outside of cityCultureFlorence became major centre of Renaissance culture under Medici family controlMedici family support arts, architects and scholars developing the cityIdeas of citizenship were promotedCatherine de Medici married to King of France to form alliances, she was also niece of the Pope at that timeHOW DID THE CITY-STATE OF VENICE CONTRIBUTE TO THE ITALIAN RENAISSANCE?Well established in trading since 5th centuryControlled most of the ports in Adriatic Sea and Eastern MediterraneanSocial System3 social classesaristocracy, original noble families who controlled Venice and vote for governmentCittadini Originarii or “original citizens” of republic who could hold public office but not voteCommon people, some rights, apply for some gov’t positionsGovernmentAristocracy rule they could only vote for doge (head of government) and belong to government2% of population made up oligarchy that ruled Venice“Original Citizens” bought positions in the aristocracy if wealthy enoughgovernment or great council made decisions and doge was elected for life but was overshadowed in the government by the great council membersScuoleCitizens of Venice implemented new social institutions during Renaissance out of civic dutyScuole assc. met for prayer and masses , collected money for good causesScuole developed from fear of punishment in the afterlife for sins committedDonations and good deeds lessened the punishment after deathRich and poor donated money to support the sick, elder, widows etc.This was the precursor to employment insuranceVenice Gains Importance because:Stable form of government Successful sea trade (shipyards, naval base, armory)Merchant class support the artsFirst city-state to use mechanical printing press and you could get booksCreated university to promote science, medicine and lawHOW DID THE CITY-STATE OF GENOA HELP SHAPE THE RENAISSANCE WORLDVIEW?Port city surrounded by high walls to protect inhabitants from invadersMajor city of trade and commercePlayed strong role in crusades for transporting crusading armies to the Holy LandGenoa citizens paid well for this serviceGenoa’s traders quickly developed markets at key ports on the Black sea and trade flourished as did the navy, shipbuilders, tradersVenice and Genoa were rivals and fought to gain control of lucrative trading postsGovernment and Social SystemA republic governed by rival clans or familiesFamilies agreed to a truce in 13th century and split the city into sections each could controlGenoa’s strength declined to loss of key port (Constantinople) by the Black SeaGenoa experienced the Renaissance in art and architecture later in 15th century 9.List 3 points for each of the city states (Florence, Venice and Genoa) why they were important in shaping the renaissance worldview?Florence__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Venice__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Genoa__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Chapter 2How did the ideas of the Italian Renaissance spread throughout Europe?10.Define a Capitalist Society.______________________________________________________________________________________________________________________________________Where and How did Renaissance ideas begin to spread?Scholars and artist from all over Europe traveled to Italy to study and exchange ideasBrought back ideas to their area which then adapted to their own usesWriters, scientists, mathematicians, etc. applied these ideas to their daily works and new ideas were formedThe following ideas prevented the Renaissance from spreading beyond Italy until early 15th century.Feudalismlands beyond Italy were agricultural and therefore feudal system well established and being used, not welcome to new ideastension between monarchs and nobles who owned fiefdoms monarchs wanted change but nobles didn’tnobles undermined the monarchWar 15th century many wars between England, France, Germany, Netherlandsresources used for military campaigns, survival, expansion and not arts/scienceswar also limited travelReligion Church played strong role in Northern Europe due to move to Avignon France in 1309 to 1377Church maintained status quo and didn’t want people to think for themselvesWhat allowed the Renaissance ideas after early 15th century?Ideas of Renaissance spread beyond Italy in the early 15th century because:Decline of feudalism helped monarchs gain more power and allow people more freedom to explore changes in society and new ideas in arts, sciences and philosophyWar between France/Germany and Italy brought the Renaissance movement into the spot light: northern Europe hired many Italy craftsmen and scholars to come to their courts to show what they could do and to increase the sophistication of their peopleGrowth of humanism and power of the monarchs led to competition for the authority over the people against the RC churchInvention of the printing press, books could now be produced and distributed for anyone to read instead of the previous copying the book by hand. Allowed anyone to learn to read.11.List 3 reasons why the renaissance was slow to spread before the 15th century and why it began to spread in the 15th century.Before 15th centuryEarly 15th century12.Vocabulary Crossword?????1?2?3??????????????????????????????4??????????????????????????????????5????????????????????????????6?7????????????????????????????8????????9???????10?????????????????????????????????????11?????????????????????????????????????12??????????????????????????????????????13????????????????????????????????????14?????????????????????????????????????15??????????????????ACROSS 3. a branch or category of learning or study4. a system of thought that centres on humans and their values, potential and worth; concerned with the needs and welfare of humans9. the art of persuasive speaking and writing10. a piece of land under a person’s control11. of the time12. having to do with physical things; the opposite of spiritual13. the language and nationality of the powerful medieval principality of Flanders, now divided among Belgium, France, and the Netherlands14. the artistic technique of showing depth and 3-dimensional objects on a 2-dimensional surface15. the sense of safety, comfort, security, health and happiness that a person has in his or her lifeDOWN 1. the existing way of doing things2. a Christian belief that God consists of 3 parts: the father, the son and the Holy Spirit5. the science of reasoning and proving arguments6. a perfect world7. an opinion against the beliefs of a given religion8. a local, common, or native, referring in particular to languagesfiefdom status quohumanism vernacularcontemporaryperspective trinity Flemishheresy utopiadisciplinequality of lifesecularrhetoriclogic How did Humanism affect the Renaissance worldview?Scholars became more aware of classical writings of the Greeks, Romans and Islamic cultures Scholars felt these classical writings were superior to their own thinking and writingsClassical writing suggested that life on Earth during people’s lifetimes had value vs previous thinking preparing for the afterlife was more important than daily lifeClassical writings also suggested that people as INDIVIDUALS could do great things in their lives and not be limited to strict social roles of the middle agesHumanism thus was born – it focused on human beings, their values, abilities and individual worth and human society that could be improvedHumanism led to new attitudes, people started to surround themselves with beautiful art and architecture, wanted a rich and full life now as well as preparing for the afterlifeHumanism also led people to learn new languages such as Greek, Latin and Hebrew so they could read the original documents (to find the truth for themselves) not just the translators version13.Humanisn was a major factor in the Renaissance time period. Describe what humanism is.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How did Scholars and Philosophers spread the ideas of Humanism?Scholars/philosophy travel to from different university exchanging ideasNobles now started to believe that civic duty was important and promoted these ideas at their courts and to their subjectsNote. . .the peasants were still not be educatedNorthern Europe humanism differed slightly by combining the bible with the study of the classics (roman/greek writings) – they wanted to become better citizens and better ChristiansSome best known scholars/philosophers:Petrarch (1304 – 1374)Best known for translating ancient classical Greek and Roman text He believe in god and believed that there was value in life on earthErasmus (1466-1536)Consider the greatest renaissance Christian humanist He believe role of church was to teach and support faith and faith part of lifeWanted bible translated into common language so ALL people could read itValue of studying literature was the discussion and sharing ideas and not rote memorizingGuillaume Budé (1467-1540)Believe lawyers should study the original text of roman law and apply that to new cases instead of applying French interpretations that had been passed down for 1000 yearsMichel de Montaigne (1533 – 1592)Wrote his ideas of how people should act (honour, respect, love, courage themselves and others) in short opinion pieces known as the essayInterested in education reformHow did Artists help spread the ideas of the Renaissance?Artist began to change their painting styleRenaissance art focused on religious themes in 14th and 15th centuryUse realistic proportions, perspective, facial expressions and new knowledge of body proportions gained from human dissectionDuring 15th century non-religion subject (greek and roman myths) were painted as well as the concept of humanism (individual portraits)Artist now paid by wealthy families to due individual and family portraitsArtist were marketable commodity and began to sign their name and even incorporate their own portrait into the picture in the backgroundArtist:Created more realistic image of human formShared techniques with other artistsFree to paint subject matter as how they saw it (within limits)Paid for work, gained class status and respectedDonatello (1386-1466)created technique to cast bronze statuesBrunelleschi (1377-1446)first person to use perspective in a design, he converted math into art and architectureMasaccio (1401-1428)used linear and aerial perspectiveMichelangelo (1475-1564)one of the great renaissance artist, painter, sculptor, architect, poet and engineercreated Sistine Chapel, statue of David, Piètabodies or sculpted near perfect showing muscle and veinscreated images that were beautiful and realisticLeonardo da Vinci (1452-1519)one of the best known painters of Renaissance timeintroduced new techniques sfumato, intentional blurring of linesItalian polymath: scientist, mathematician, engineer, inventor, anatomist, painter, sculptor, architect, musician, and writer.ideas vastly ahead of his own time, helicopter, tank, concentrated solar power, calculator, and the double hull, and outlining a rudimentary theory of plate tectonics.How did ideas spread among Scientists and Mathematicians?During Middle ages progress of science was slow:Scientific questioning discourage in favour of religionPeople believed in astrology, magic and witchcraftMoney spent on arts/architectureEducation on classical liberal arts not science/mathRenaissance made people ask questions and search for natural cause vs supernatural powersScientists recorded observations which later led to scientific discoveriesScientists/Mathematicians worth noting:Copernicus (1473-1543)Proved earth and other planets revolved around the sun and NOT the earth was the centre of the universeProved earth rotated on its axis once a dayThoughts were banned by the Roman Catholic Church and were not published until shortly before he died due to fear of retaliation by ChurchFran?ois Viète (1473-1543)Wrote books on trigonometry and geometryProvided solutions to doubling cubes, trisecting angles all used for engineering and architecturePeter Henlein (a german) (15th century)Invented spring-powered clock Clocks were used instead of sun dials, hour glasses and the church bellHow did Writers influence the Renaissance Worldview?Sense of pride and national identity began to develop in states leading to writers writing in their own languagesTherefore, standardization of language developed in areas of vocab, spelling and grammarGeoffrey Chaucer (1343-1400)Wrote Cantebury Tales, wrote about social and political circumstancesSir Thomas More (1478-1535)Wrote Utopia, advocated religious tolerance, he influenced education Fran?ois Rabelais (1494-1553)Wrote Pantagruel, a satire that poked fun at the institutions in society, he wanted to entertain and educate people, his booked banned by churchWilliam Shakespeare (1564-1616)Writing that was inventive use of language and their insights into human nature, wrote for people from all plete the following chart. What contributions did philosphers, artists, writers, and mathematicians/scientists contribute to humanism and the renaissance movement. Include 3 points for each and contributing individuals.Contribution PointsIndividualsPhilosphers1.2.3.1.2.Artists1.2.3.1.2.Writers1.2.3.1.2.Mathematicians/Scientists1.2.3.1.2.How did the ideas of the Renaissance change Social and Economic Systems?During renaissance feudal system broke down, rural peasants moved to urban areas, middle class of trade and manufacturing, increase number of people learn to read, write and do arithmeticcreation of the middle class contributed to the growth of a capitalist society based on trade and MONEY (barter system was used up to this time)religion remained central to people’s lives but middle class/merchants wanted to improve their lives and surrounding by beautifying it through support of the arts and architecture - this made everyone’s lives betterbelief system changed from their lives were no longer destined to remain the same as their parents and ancestors, bug could see that through hard work and taking advantage of opportunities they could improve their lives and social class – individuals could create their own identity15.List 4 changes to the Social and Economic systems during the Renaissance.1. ____________________________________________________________________________________2. ____________________________________________________________________________________3. ____________________________________________________________________________________4. ____________________________________________________________________________________Renaissance FamilyExtended family in the house: father, mother, children, grandparents and unmarried/widowed aunts and uncles. Your roles were determined by society as follows:father ruled, finances, property decision making for EVERYONEmother maintain household and help children and father succeedother members support and helped outfamily life valuedchildren were considered mini adults and treated as such: duties, respect father decision’s until deathchildren had arranged marriages (unless peasant) to improve social status, political or financial, girls married by 16 and boys not until 30’s or 40’s16.What was the role of the father during the renaissance?______________________________________________________________________________________________________________________________________________________________17.What was the role of the mother during renaissance?______________________________________________________________________________________________________________________________________________________________18.What was the role of the children during the renaissance?_________________________________________________________________________________________________________________________________________________________________________Women in the RenaissanceHumanist believed in education for both sexes, males tended to be educ morePoor males/females had no opportunity for educationWealthy women were not usually allowed to be educated, but some were, most never received education past marriageWomen were under authority of their father or husband, if widowed could live independently if they had money, if not they had to move in with a male relative or join a conventSome notable writers of the renaissance were: Agrippa of Nettelsheim, Maria de Zayas Y Sotomayer, Christine de PizanSome women supported and promoted Catholicism, felt they should be able to preach and teach the scriptures but were not allowed to be part of the decision making process19.How were woman viewed differently during the Renaissance than they are today? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________EducationProvided by RC church focused on grammar, rhetoric and logic; taught nobles, clergy to read, write and arithmeticRenaissance brought new learnings to a wider audience, developed new ideas and new discoveries both from old documents and intercultural sharing/contactRenaissance brought the idea of individual human life and personal potential to the for front and good citizens that could leader their communities and carry out civic work. . .they asked questions and sought answers not accepting what they were told20.Multiple ChoiceHumanism was rediscovered when scholars discovered old writings from which culture?The Greek cultureThe Chinese cultureThe Islamic cultureThe Barbarian cultureThe Silk road was responsible for which of the following:Laying the foundations for the modern worldtrading exotic goods: silks, glassware, paper, spicesexchanging ideas and knowledgeall of the aboveWhat was Nicolaus Copernicus most noted for?Inventing the use of moneyProving the Earth revolved around the sunProved the Theory of Gravity.Painted the Mona Lisa4.An opinion against the beliefs of a given religion is calledA.superstitionB.heresyC.conflictD.Bias5.Copernicus’ view that the sun, not the Earth, was the center of the universe conflicted with whose theory?A.Roman Catholic ChurchB.Francois VieteC.Leonardo da VinciD.European philosophers6. The exchange of __________ was a key part of the Renaissance spreading throughout Europe.A.moneyB.ideasC.artD.InventionsChapter 3How did the Western Worldview grow out of the Renaissance?Renaissance brought change to the political, economic and social system of western EuropeIndividuals examined new ideas about religion, national identity, and citizenship, exploration grewmodern western world (North America) world view is similar to the late Renaissance period worldviewDefinitions:Protestant reformation – 16th century movement that reformed the doctrines and practices of the Roman Catholic church, which resulted in the formation of Protestant churchesMother tongue – one’s native language from birthliterate – able to read and writeProtestant – a member of any of the western Christian churches that are not Roman CatholicNation – a group of people, mainly of common descent, history and language often forming a state or inhabiting a territorymercenary – selling services for money, especially military servicesexpansionism – a government policy encouraging territorial or economic expansion to other countries, often by forcecartography – the science of mapmakingcircumnavigate – to go around the world of the Earth’s circumferenceconsumerism – focusing on collecting and using material goods or productsindigenous – referring to the original inhabitants of a regionimperialism – the policy of a country or empire to extend its authority or domination by political, economic or military meansethnocentrism – a belief that one’s own race or culture is superior to othersMeso-America – a region stretching from central Mexico to Nicaragua, usually used in terms of the region’s ancient civilizations and Aboriginal culturesinflation – an increase in the prices and a decrease in the purchasing power of money1.Word Search: use vocabulary words above as your search terms.V??I??N??F??L??A??T??I??O??N??J??U??U??B??O??O??K??S??S??L??BT??R??U??L??X??C??B??O??I??D??Y??H??P??A??R??G??O??T??R??A??CL??E??T??H??N??O??C??E??N??T??R??I??S??M??X??W??P??S??L??C??MX??G??L??E??N??F??F??G??H??N??E??Z??Z??E??T??A??R??E??T??I??LZ??B??W??I??V??M??E??R??C??E??N??A??R??Y??L??Y??Y??X??S??S??NN??R??I??A??E??K??F??B??A??C??I??R??E??M??A??O??S??E??M??W??TP??R??O??T??E??S??T??A??N??T??R??E??F??O??R??M??A??T??I??O??ND??G??I??Y??B??C??S??V??L??B??Q??Z??Q??I??C??L??C??H??S??A??QM??S??I??R??E??M??U??S??N??O??C??D??I??N??R??I??J??I??U??B??SH??S??I??Q??A??I??E??V??J??E??M??O??H??C??R??M??Z??V??R??Q??YN??Q??N??B??T??F??M??C??N??L??U??R??L??C??E??V??M??H??E??J??KM??V??D??P??R??N??S??P??S??G??B??G??U??V??G??D??I??U??E??D??AS??X??I??W??E??A??A??W??E??T??N??M??N??K??K??N??M??J??F??P??WN??X??G??C??W??D??Q??T??O??R??N??R??V??O??Q??W??O??C??U??G??DA??L??E??H??E??W??I??X??S??A??I??E??P??O??T??L??B??X??G??F??TT??E??N??E??C??Y??T??J??V??E??X??A??V??P??W??R??Q??W??V??A??BI??F??O??U??E??F??S??I??Q??N??T??R??L??W??G??A??E??A??Q??G??OO??M??U??Z??P??F??G??G??X??G??J??O??Q??I??P??B??W??H??T??H??HN??E??S??A??Z??A??B??C??T??J??R??M??R??I??S??J??L??J??T??U??GF??N??X??R??T??F??Z??O??J??T??M??P??Z??P??M??M??I??Y??D??O??GZ??C??V??E??Z??M??S??I??N??O??I??S??N??A??P??X??E??B??L??R??MHow did new Religious views become part of the western world?2 views on religion now existedindividuals follow the rules, rituals and teachings of the RC church without questionquestion religion and respond to the bible personallybecause individuals were questioning behaviour of some of the popes and clergy questioning the rules and ritualsquestioned the thought that they were to accept the church totally and it’s authority without questionindividuals wanted to see the RC church reformed but not necessarily break from it – basis of the protestant reformationthis reformation divided Christians, wars broke outinvention of printing press brought this idea to everyone who could read, people became more literate and could read the bible on their own, they didn’t need the clergy to interpretate itReligious ReformMartin Luther, a German scholar promoted the church reform, he believed:following rules/rituals of church was not enough to go to heavenindividuals should seek religious understandingdon’t need to pay to receive forgiveness for their sins.Luther wrote a book and published it stating his views, his book was burned in Rome and he was expelled from the Church as a hereticHe started his own church which provide with individual freedom and choiceOther new churches formedRC church looked seriously at their practices and made changes to ensure proper behaviour of clergy and living according to Christian principlesProtestant reform is an example of the rapid spread of ideas across EuropeProtestant and catholic states were often at war and political leaders used citizen’s religious beliefs to help build their political powerFight for religious freedom created a sense of solidarity and common identity among people that influenced the formation of countries2.What did Martin Luther believe in? This was the bases of religious reformation.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3.Why was Martin Luther considered a heretic?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.After the Protestant reformation what two “types” of Christians were there?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How did ideas of National Identity and Citizenship begin to develop during the Renaissance?Small political units joined together to form larger states, reasons:move to urban from rural, monarchs supported growth of cities through trades laws and other laws and in turn cities gave them alliegance and wealthdevelopment of local identities through language, religion and beliefsgunpowder was brought in from China and the ways wars were fought changed, monarchs used taxes from the cities and hired mercenaries to overpower nobles, king gained control of large chunks of landprinting press brought information and stories about local heroes/tales to the people creating a sense of history and identityexploration of other lands led to establishment of colonies and brought prestige and wealth to founding countries5.Give three ways that national identity and citizenship began to develop during the Renaissance. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Changes in European Societies show Changing worldviews People belonged now to a country or state and not to a feudal property, this changed how the worldview of culture, social, political and economic systems:Social Systemspeople became citizen of country and gave allegiance to monarchexploration of new lands promoted feelings of hope and possibilitiesmove out of the class structurepublic services began to be provide by central governmentsize and power of states gave the authority of the church competitionPolitical and Economic Systemsmonarchs began to centralize their government structures and clearly defined lines of authority, this allowed freedom in dealing with noblesgovernment policies set up to ensure political/economic independencepermanent armies set up paid by taxesresources provided to large state projects: exploration, warcentralized laws/rules set by monarch and governmentstate policies (tax and trade) created to control trade and businessCulturecommon language unified citizensmiddle and upper class became literatereligious literature published in common language to statenational language chosen to unify state/country6.List 3 examples of each in terms of Culture, Social Systems and Political/Economic System in changing European society? Culture________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Social Systems________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Political/Economic System________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How did a Spirit of Exploration become part of the Western Worldview?Competition for new trade routes increased the need for new trade routesTrade meant profit and wealthExploration increased with new geographical knowledge and new sailing technologiesEuropean expansion spread their worldview all over the worldFactors Affecting ExpansionismSilk road wasn’t good enough anymoreTrading trips were organized and went directly to the source and not the middlemanNew trade route to the east had to be found in order to go directly to the source and to avoid middleman, and to find a safe routeNew ideas and KnowledgeConcept that the earth was a sphere and not flat, gave sailors confidence that they could sail around the world to asia and not fall off of the worldInterest created in travel and exploring new areasTechnological advancement was created by trying to get a competitive advantage in trade such as cartography, designs of faster ships based on Arabic and European designs emergedCompass from China was being usedAstrolabes from Islamic inventors were being usedPrinting press allowed sailors to get maps and navigational tables that helped them on their voyagesHow did the Age of Exploration begin?Portugal, France, Spain and England became more powerful and became the lead players in the age of explorationEach had an Atlantic coastline, best position to explore unknown parts of world in the westMonarchs financed overseas explorations hoping to find and secure a route to china for their country onlyNew ship designs, navigational tools and information they gathered allowed for greater explorationNew values favouring travel and exploration, increased consumerism and accumulation of wealth spurred on further explorationPortugal1400’s Portuguese sailors headed south and east along western coast of Africa – find new route around Africa to India and ChinaPortugal’s success in finding new trade routes allowed Lisbon , Portugal became new trade capital for EuropeNoted explorers: Bartholomew Diaz in 1487 reach Cape of Good HopeVasco da Gama in 1524 crossed Indian OceanSpainEnvious of Portugal’s wealth and power sent it own explorersSpain wanted to find direct route to China via west across Atlantic unaware of North and South America continent existedNoted explorers:Columbus discovered the Caribbean islands in 1492, thinking it was Japan – Queen Isabella and King Ferdinand support his ventureMagellan in 1519 explored the east coast of South America, he discovered a passageway at the tip of South America that led to another ocean now known as the Strait of Magellan – he finally reach Asia, his expedition was the first to circumnavigate the globeEnglandEngland interested in trade within Europe rather than Asia, not much interest in AsiaGiovanni Caboto/John Cabot was funded by England and went to Newfoundland in 1497No other explorations until mid 1500’sSaw Spain/Portugal become wealthy and England decided it was time to explore further1560 Martin Frobisher was funded and searched for northwest passageBy 17th century England had established more colonies on Northern American Coast than any other European countryFranceSaw Spain/Portugal become wealthy and England decided it was time to explore furtherFrench expedition to florida was defeated by Spanish, French explored further north1534 Jacques Cartier explored St. Lawrence River Cartier set stage for further exploration and colonization in North AmericaHow did the Age of Exploration Lead to Imperialism?History shows that empires continue to expand their territories, protect their land, control more and more land and resources, spread their religions/philosophies and systems of government (Greeks, Romans, Islamic, etc)Countries such as England, France and Spain did the same during the renaissance, founded the new world, established colonies and built their empires and established control over land, inhabitants and resourcesThis is known as IMPERIALISM, the policy of a country or empire to extend its authority or domination by political, economic or military meansImperialism built to increase power and wealth of the controlling countryEuropean View of the Rest of the WorldLands European took over were called NEW WORLDS even though people had been living their for thousand of yearsImperialist nations thought they had right to control colonies based on their belief of cultural and political superiorityIndigenous people not viewed as equal since didn’t follow strict European guidelines and belief system therefore considered savagesColonist would use inhabitants as slave labour (farms, construction, mining) and after population died of would bring in new slavesMost societies practice ethnocentrism – feeling their beliefs, values and ways of life are better than other societies Aztec/Inca were more sophisticated societies than Europe considered inferiorChinese/Indian cultures were thought to be barbarous, even thou thousands of years olderEuropeans believed Christianity was only true religion and duty to convert everyone to christianity either by persuasion or by forceHow Did the Exchange of Goods and Products Change the World?Exploration and colonization affected the distribution of plants and animals around the worldIt had both beneficial and destructive effects on populations (human/animal), ecosystems, economics and traditional ways of life North America transformed by metals, wheel, horses/ox, firearms and war technologiesNorth American products impacted other cultures: rubber, canoes, snowshoes, toboggans, dyes/woods and pharmaceutical plantsEuropean diseases had the greatest devastating impact on local indigenous populations (small pox, tuberculosis, measles) roughly 75% to 90% indigenous populations diedLoss of traditional ways, cultures and family life for many indigenous people How Did Imperialism Affect European Worldviews?Ideas and KnowledgeExploration of new lands/peoples altered Europeans view of geography and historyEuropeans considered their way superior to other cultures, they were impressed with first nations or North American indigenous people way of life: personal liberty, ideas about government/consensus and lack of emphasis on personal property/wealththese ideas of freedom/leadership became apart of Western North American worldview later onEuropean citizens saw new lands in north America as opportunities to live independent lives, not influenced by traditional European restraintsEuropeans chose free land in North America Europeans escape religious persecution in North AmericaThis believe in religious freedom was eventually made into law in Canada and American constitutionsEconomic SystemEconomy of European countries changed due to wealth coming from coloniesGold/silver coming in from Aztec/Incan empires into Spain upset the balance in Europe – more gold meant gold lost it’s valuePortugal and Spain didn’t develop industries or manufacturing facilities as it could buy it allOther countries: England, Germany and Netherlands developed these industries and facilities to provide the goods for Spain/Portugal and the coloniesThe more money in circulation , the less it was worth, inflation happened (an increase in prices and a decrease in the purchasing power of money)7.List the three factors that contributed to expansionism. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________8.Describe the relation between Humanism, Consumerism and Expansionism. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9.Describe how the Europeans were ethnocentric and give an example. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10.What four European countries were dominant in exploration? Name one explorer for each. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Multiple Choice questions. Which country was the first to cross the Indian Ocean?SpainDenmarkFrancePortugalMartin Luther believed thatFollowing the rituals of the institution of the Church was not enough to go to heaven.Individuals should seek personal religious understandingIndividuals should not pay the Church to receive forgiveness for their sinsAll of the aboveWhich country was the first to circumnavigate the globe?SpainGreeceEnglandPortugalWhich of the following had the greatest immediate impact on the indigenous people of the “New World”?GunsDiseaseHorsesReligionCHAPTER 4How Did Beliefs, Values, and Knowledge Shape the Worldview in Japan Between 1600 and 1900?1.What does isolate mean?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.What does adaptation mean?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3.What does modernize mean?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Japan Between 1600 – 19001500 Japan was divided among more than 250 warring feudal lords.1603 Edo Period: Isolation - Japan entered a long period of relative peace and development and tried to isolate itself from the rest of the world.1868 Meiji Period: Adaptation and Modernization - Japan rapidly modernized using ideas collected from around the world.1912 Modern Period - Japan modernized.2000 Present-day Japan - Japan is an influential world leader.What Were the Effects of Japan’s Policies of Isolation During the Edo Period?Edo Period (1603–1867)architecture, education, culture, and the arts flourishedpeace for more than 200 yearscountry chose to isolate itself from most of the worldHow Did the Geography of Japan Affect Its Worldview?composed of a long, narrow series of islands along the Eastern Pacific coast of Asiafour main islands, running from north to south: Hokkaido, Honshu (the main island), Shikoku, and Kyushu3000 smaller islands, including Okinawa Islandtotal area is 377 835 square kilometres, about three-fifths the size of the province of Alberta73% of the country is mountainouslittle flat area for cultivation, so farming is done in the valleys, along the coastline, and on terraces on the hills and mountainsidessituated on the volcanic zone that rings the Pacific Oceanfrequent earth tremors, with occasional volcanic activityhigh levels of rainfall and tends to be very humidmoderate moist climate allows farmers to grow rice and fruits4.Describe Japan’s geography and how did it affect their worldview?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How Did the Edo Era of Great Peace Begin?In 1500, Japan was not a united countryconsisted of about 250 small regions, all under the rule of an emperoreach region under the rule of a commander called a daimyodaimyo were constantly at war with each other, trying to increase their holdings and powerreal power and authority was with the shogun - the leader of the military governmentThree shoguns are given credit for unifying Japan in the late 1500s: Oda Nobunaga, Toyotomi Hideyoshi, and Tokugawa Ieyasu. 5.Define:emperor: _________________________________________________________________________daimyo: _________________________________________________________________________shogun: _________________________________________________________________________entourage: ______________________________________________________________________metropolis: _______________________________________________________________________Changes that the Three Shoguns made to achieve peace were:reduced the influence of Buddhist control over Japanese politicsbuilt a series of castles to defend lands introduced new administrative practices to pave the way towards a unified Japan continued centralizing government powersurveyed the country and changed the tax on the land from money to quantities of rice. The wealth of a landowner determined how many koku were paid as taxes.created a society based on a formal class structure that included samurai, who were warriors, farmers, artisans, and merchants created a standing armydisarmed the farmers by making a rule that men could no longer be part farmer or part warrior. They had to choose to be one or the other.tried to expand his territory by attacking both Korea and China, but was defeated by both countries supported painters and new types of dramaestablished his government base in Edofinalized the unification of Japan6.Multiple Choice - Identify the choice that best completes the statement or answers the question.I.Geography had an affect on Japan and the lives of the Japanese in all but one of the following ways. Which statement is incorrect?A.Japan’s varied climate supported it’s agricultural needs.B.Japans’s rugged terrain helped to limit control and access by it’s enemies.C.Japan’s landscape provided plenty of good farmland.D.Being surrounded by the sea provided food for the people of Japan.II.A form of poetry which consists of three lines of five, seven and five syllables respectively is calledA.proseB.limericksC.balladsD.haikuIII.A/An __________ was group of people who followed the daimyo to and from Edo.A.entourageB.hanC.edictD.geisha7.True/False - Indicate whether the statement is true or false.A.____ The Edo period in Japan was an exciting time because Japan had chosen to completely isolate itself from most of the world.B.____Japan is part of the Ring of Fire, which is a narrow zone active volcanoes that nearly encircles the Pacific Ocean.C.____ Although the true ruler of Japan was the emperor, the daimyo had the real power and authority.Why Did Japan Isolate Itself from Much of the World?Foreign Influencesbeginning of the Edo Period, Japan was actively trading with many countries. Strong trading with Korea and Chinatrading ships were traveling to the Philippines and as far as Siam (present-day Thailand)Tokugawa Ieyasu did not want the Japanese people exposed to Western ideas - concerned because Europeans were establishing colonies in the areas they explored - wanted to ensure was safe and left alone (no european colonies)foreign ships could only land at one port: the island of Deshima in the Nagasaki Bay.The Spread of ChristianityEuropean ships carried Roman Catholic missionaries who wanted to convert the citizens of Japan to Christianitybetween 1549 and 1587, Jesuit missionaries under Francis Xavier converted 150 000 Japanese to Christianity in the Nagasaki areain 1587, Shogun Hideyoshi ordered all missionaries to leave and later had 26 Franciscan missionaries executedthe Bakufu (the centralized military government, headed by the shogun) became concerned about the spread of Christianity, they felt that a Christian daimyo, would follow their spiritual leaders rather than the shogun – the feared a loss of absolute controlshoguns decided to isolate Japan, primarily from the Western worldthey introduced a series of edicts (legal order)8.During the Edo period, the shogun closed Japan off from the rest of the world and minimized its contact with the outside in order to retain power. Describe the effects of this isolation on Japan and its citizens. Be certain to give examples, both positive and negative, using lessons from the textbook and class discussions.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Closed Country Edict of 1635Japanese ships were forbidden to travel to foreign countries.No Japanese is permitted to go abroad or face executionIf any Japanese returns from overseas after residing there, he must be put to death.if any southern barbarians (Westerners) teach Christianity or commit crimes, they may be put into prison.No single trading city shall be permitted to purchase all the merchandise brought by foreign ships.European ships banned - any ship disobeying will be destroyed and its crew and passengers executed.The National Seclusion Policy Bakufu passed a series of edicts to control the influence of foreigners and to tighten control over the daimyoNational Seclusion Policy (1633-1639), as it was called, was an effort by the Bakufu to strengthen its authority and maintain a strong centralized governmentset out controls on the interaction between Japanese and foreigners9.Describe what the Closed Country Edict of 1635 was and what the National Seclusion Policy was?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How Did the Political System During the Edo Period Reflect Worldview?political system was very hierarchicaldomains (provinces) were governed by daimyo, feudal lords, who were required to give allegiance to the shogunJapan’s hierarchical system similar to the feudal system in Europeeach daimyo had full administrative control over his land and expected those living on it to swear allegiance to himtwo levels of governmentlocal government in each domain, called the Han which was ruled by a daimyocentralized higher level of government, called the Bakufu, was led by the shogunalso a feudal lord and ruled his own Hanadditional responsibility of controlling the social classes, maintaining order throughout all of the domains, and making national policies.How Did the Bakufu Control the Daimyo?political structure relied on relationships between daimyo and shogundaimyo were divided into three classes: most trusted and loyalnobleslittle standing daimyo could never move out of their classBakufu kept daimyo in “place” by ensuring he could not gain enough power and wealth and by daimyo must adhere to laws: no unnecessary contact between neighbouring daimyo, report any suspicious activities and do not allow criminals or traitors to enter your domain.only one castle in each domain and detailed maps of their landholdings where provided to the Bakufu.Daimyo must support public building projects.Daimyo are required to spend every second year in Edo.All commoners must register at Buddhist temples.Marriages of daimyo must have the permission of the Bakufu.Travel and shipbuilding are restricted. ranking of a daimyo affected every aspect of his lifedetermined the location and size of his residence at Edonumber of samurai allowedwhere he would be seated in the audience chamberstatus of the daimyo determined the status of all who lived under his Hanaffected his credit rating and commercial relationship with the artisans and merchants. 10.True/False - Indicate whether the statement is true or false.D._____ Tokugawa Ieyasu did not want European explorers to set up colonies in Japan so he only allowed them to land at one port.E._____ The era after the final edicts of national isolation is referred to as sakoku, which means closed country, because Japan was entirely closed to the rest of the world..F._____ The daimyo were not allowed to associate with each other because the Bakufu wanted to prevent from putting their money and resources together and attempting to overpower the shogun.11.Multiple Choice - Identify the choice that best completes the statement or answers the question.IV.The Closed Country Edict of 1635 was set out to control the interaction between Japan and foreigners. Which of the following statements is not in the edict?A.Japanese ships are strictly forbidden to travel to foreign countries.B.No Japanese is permitted to go to another country. Anyone who attempts to do so must be executed.C.Trade will only be permitted between China, Korea and the Netherlands.D.Portuguese ships are banned from Japanese ports.How Did Social Systems Change During Isolation?Japan’s social structure during isolation was a hierarchical system in which the shogun and samurai were the highest classesFarmers, artisans, and merchants followedlowest classes included the outcasts and the non-humanscitizens had almost no opportunity to move out of the class they were born intoVocabulary Social SystemSamurai - Men who were hereditary warriors Some samurai were daimyo.Farmers - People who farmed the landArtisans - People who made useful or decorative objectsMerchants - People who distributed goods but did not contribute directly through labourOutcasts or Eta - People who had jobs related to the death of animals or humans, such as tanning hides and removing corpsesNon-Humans or Hinin - People who survived by begging, acting, telling fortunes, and other activities that were frowned uponSamuraiheld the most prestigious position in society next to the shoguncode of behaviour for samurai was called bushido (way of the warrior)based on Confucianism, they were to be models of cultural, moral, and intellectual development and to set the example for duty and loyaltyThe samurai practised the belief, “It is better to be known for your accomplishments than for your rank.”Samurai were warriors but in non war times, they helped govern the domain, manage the affairs of the daimyo household, and maintain and support daimyo residencesDuring this time period the Bakufu changed how the samurai could gain court title and rankBakufu would give the highest ranks to their supporters1611 and 1615, the Bakufu removed the names of warrior leaders from the court lists so that warrior offices and ranks were kept separate from the nobilitysamurai class was the first to become literate and help bring Japan into the modern worldduring the 200 years of isolation, the role of the samurai changed from a warrior to a civil administratorFarmersprivileged position just below samurai because they produced rice, the most important commodity and basic food for the countrynot allowed to leave their lands or village, as the daimyo did not want to lose the profits of their labourvery restrictive rules on dressTwo groups of farmers lived in the villagesHonbyakusho - principal farmers, controlled specific land plots, may own home, held supervisory positionshyakusho - ordinary farmers, were the tenant farmers who were forced to work yet could own nothingArtisansartisans lived in the cities and townsreferred to as townspeoplecontributed to society by making objects for trade and decorationMerchantsgain wealth from their labour and formed the growing core of middle classbecame more important as Japan’s cities grewpowerful and played important roles in establishing Japan’s banking industrycarried out international trade until borders closedmerchant class helped Japan with its later transition to a modernized societyOutcasts or ETAforced to live outside the villages and townsoccupations: slaughtering animals, disposing of and tanning animal carcasses, carrying out executions, and removing corpsetouching the dead was in violation of Buddhist doctrines, they were shunnedstatus was hereditarywere not allowed to have any occupations other than those assigned to their classallowed to enter towns for selling but not allowed to shopNon-Humans or HININregarded as inferiorstatus was not hereditaryoften included fortune telling, begging, acting, and prostitutionlived by their wits, therefore outside of the rules of the hierarchy and frowned upongiven licences to live in specified quarters in each cityhad their own laws and chiefsany person from a higher social class could join the hininbecause the hinin were looked upon as non-human, the killing them was not considered to be murderSocial Hierarchy Made LawBakufu government legally formalized social classes and made it almost impossible for individuals to move from their inherited social status to a higher onethis legalization of the classes encouraged feelings of prejudice12.True/False - Indicate whether the statement is true or false.G._____According to the hierarchical social class system the samurai were next in line to the shogun.H._____Non-humans (hinin), like the geisha, were people who survived by begging, acting, telling fortunes, or other activities that were considered inferior.I.____The samurai believed that it was better to be known for your accomplishments than for your rank. They also believed in loyalty to their family, honor and personal integrity, courage, and honorable death.J.____The Japanese people did not believe in surgery because they thought the body was inherited from one’s ancestors and that surgery would damage the body.K.____Edo (Tokyo), Osaka and Kyoto continue to be the three largest metropolises in modern-day Japan.L.____Banraku theatre was a children’s puppet theatre in Japan during the Edo period.How Did Communities Change During Isolation?network of quality roads was needed in Japan to transport the daimyo to and from Edoshogun created and controlled five major roadwaysregular movement of people (daimyo and entourages) created industries along the roads: accommodations, food, and other goods and serviceartisans and merchants provide traderoad side centres developedcentres of larger populations could not be self-sufficient, so the economies of the rural and urban areas became intertwined.castle towns grew as wellOver time, Japan became a modern country with extensive road and communication networks that connected communities across the length of the country. The growth of large cities created the need for good travel and communication networks to allow for economic trade among them.Japan’s Principal Cities and Travel Routes,18th CenturyJapan’s Three MetropolisesBy the 18th century, three urban centres were important in Japan. The Japanese called them the three metropolises. Edo was a large city and government centre. Osaka was a large commercial centre. Kyoto was an ancient capital of Japan and the home of the imperial palace where the emperor resided.13. Multiple Choice - Identify the choice that best completes the statement or answers the question.VII.The largest city in Japan during the 18th century wasA.OsakaB.NagoyaC.KyotoD.EdoVIII.As the cities grew, the merchant class became more wealthy and the samurai turned their energies to things other than war, the __________ of Japan began to change.A.educationB.popular ernmentD.social systemIX.This social class lived outside the rules but met some of the needs of the Japanese society.A.etaB.merchantsC.artisansD.hininX.Because it was mass produced __________ was/were not initially considered an art form.A.silk screenB.woodblock imagesC.porcelain figuresD.movable printXI.The role of the samurai changed during the Edo period from esteemed warrior toA.civil administratorB.educatorsC.architectsD.artistsXII.Although they were highly respected for their singing and dancing and their appearance reflected the cultural values of Japan, this group was still considered to be non-human.A.samuraiB.artisansC.geishasD.Eta or outcastsXIII.Although printing was a private industry the Bakufu prevented all but one of the following subjects to be written about. Which did the Bakufu allow to be printed?A.books on ChristianityB.political writingsC.romance novelsD.books on western cultureHow Did the Popular Culture of Japan Change During Isolation?Vocabularypopular culture: the cultural activities that appeal to the current tastes of the general publicopulent: luxurious or lavish popular culture of Japan began to change as the cities grew and the merchant class became more wealthy and influentialpeople desired luxury items and had leisure time for entertainment such as theatre, literature, and the fine artsSamurai turned their creative energies to intellectual pursuits such as prose and poetrydaimyo became patrons of the arts because they wanted to build elaborately decorated houses and beautiful gardens (supported artists, sculptors, painters, artisans, architects, and landscape gardeners)daimyo began to provide for the education of the samurai under their leadershipend of the 17th century, the samurai began to be known more for their accomplishments rather than just for their rankKabuki Theatrevery popular with all classes, but primarily the merchant classfeatured lively action, wild plots, and elaborate costumes and make-upmirror of Japanese life and focused on domestic dramas that depicted moral dilemmas (ie. conflict between obligation and happiness)first kabuki was performed in 1607 by a woman named OkiniBakufu believed public morality was being corrupted by female actresses1629, banned females from the stageall parts in the plays were portrayed by maleskabuki actors were treated like celebritiesBanraku TheatreBanraku or puppet theatreplays were for adults, not childrenbanraku and kabuki were performed only by non-humansGeishaswomen were employed in the entertainment business and trained as geishastrained in dancing, singing, witty conversation, the tea ceremony, and floral arrangementexpected to be able to demonstrate all the correct forms of etiquetteappearance and behaviour reflected the cultural values of the timeWoodblock Imageswoodblock images were prints of original paintingsartist carved the major lines and details of the painting into a flat wooden block and printedcopies of a painting could be made using this process, making them inexpensive and available to a wide audienceartistic techniques became more refined and woodblock printing reached its high point in EdoBooksCommercial printing and publishing became popular in Kyoto in mid-17th century and and in the 18th century, established in Edotechniques of movable print and the printing press were available in Japan from the late 15th century1626 the old technology using wooden printing blocks was in use againprinting was a private industry not controlled by the Bakufucertain subjects were taboo: no writings on Christianity, no politics, nothing that would be offensive publically17th century, handbooks on everything from household needs, farming to proper social skills LiteratureProse gradually became far less formaltopics were similar to the themes used by the block printers, Japan’s ever day lifemany fictional books were tales of rascals and their adventuresBasho Matsuo developed a new poetic form called haiku C H A P T E R 5What Factors Influenced Change in Meiji Japan?mid-19th century, Japan was changing into an urbanized societyshogun, Bakufu, and many Japanese wanted to continue the isolation and seclusion policyoutside world, would not leave Japan aloneThe Ainuaboriginal of northern Japan, having lighter skin and hairier bodies, facial characteristics similar to those of Europeans than other Japanese.Ainu are considered to be descendants of Japan’s first Indigenous people, the Jomonthey have their own language traditional Ainu believe that almost all natural things have a spiritAinu were considered non-humansself-sufficient fishers, hunters, and food collectors, and lived in permanent villages, involved in trading furs and other goods with the Chinese and RussiansUnder the Tokugawa shoguns (1603 to 1867), the Ainu were forced to sign an agreement that gave the Japanese the right to fish, hunt, and log the lands of the Ainu. Under the agreement, the livelihood of the Ainu was greatly alteredwere forced to remain separate from Japanese societyunder the Meiji government (1867 to 1912), Japan became concerned about the Russia and took control of all the islands in Japan causing the Ainu to lose their political independenceunder this agreement, the Ainu were forced to assimilate with the JapaneseAinu language was forbidden and their customs and traditional ways of life were suppressedDutch East India Company1602 - Dutch East India Company - largest European multinational trading company and first to sell stocksDutch government granted the company a monopoly on Dutch trade in the area stretching from South Africa to India, and all the way to Japanhad permission to build forts, appoint governors, keep an army, and sign treaties in its nameworld trade in exotic Asian goods: spices, textiles, porcelain, and silkexcellent records which today include the history and political, economic, cultural, religious, and social circumstances of the regions in 17th centuryonly group that Japan would trade withJapanese began to learn about the West through this companyA.True/False - Indicate whether the statement is true or false.____1. Russia and China were the first countries to have trade relations with Japan.____2. The Ainu people were not considered descendents of the Japanese and thus were shunned from society.____3. The Dutch were the first people to bring Western ideas to Japan.B.Multiple Choice - Identify the choice that best completes the statement or answers the question.1.The shogun and the Bakufu believed that the policy of isolationA.was the last resort to maintaining their power and sovereigntyB.was important to the identity of the JapaneseC.was not detrimental to the peopleD.was a policy that other countries wanted to imitate in their governments2.The Japanese shogun forced the Ainu people toA.to live on reservesB.sign a treaty giving up their land and resourcesC.become Japanese citizensD.move to Russia and China3.The influence of Europe on Japan was apparent by the need toA.assimilate the Ainu peopleB.create and sign treaties with RussiaC.educate Japanese officials in European languagesD.build a stronger army4.During the Meiji period the __________ had the most influence in world trade.A.Dutch East India CompanyB.Russian-American CompanyC.Russian- Chinese CompanyD.Dutch Japan CompanyHow Did Outside Influences Create a Crisis?Japan’s contact with the outside world was inevitable - foreign ships sailed along Japan’s coast and some shipwrecked - sailors were cast ashoreshogun and the Bakufu believed if they didn’t have the policy of isolation, they would have less power feared - Japan might lose its sovereignty if the influence of the other countries grew The Influence of RussiaCrisis with Russia1798 The Bakufu learned that Russian settlers had reached the third Kuril Island and were introducing the Ainu to Russian culture and to Christianity.1801 Not wanting to lose these islands, a team of Japanese claimed the island for J apan and drove the Russians from it.1804 A Russian envoy landed at Nagasaki with a letter from Czar Alexander I asking to establish trade relations with Japan. The Bakufu did not respond for six months and then answered that the Japanese government was not interested in trade with foreign countries.1805 Angered at having been made to sit in Nagasaki for so long waiting for an answer, the ship’s captain authorized nuisance attacks on Japanese settlements. He thought Japan would respond to force and change its mind about trading with Russia.1811 The Japanese government became more determined to maintain its isolation policy and also to keep control of its territory. To demonstrate its strength, the commander of a Russian ship was captured and kept in Nagasaki for two years before releasing him to the Dutch.19th century, the Russians needed to continue supplying their outposts in central north Asiathey increased their trading along the Pacific Coastczar gave the company the authority to trade with the Ainu and to gain control of the new territoriesRussia became involved in wars in Europe and left Japan aloneDo to the treat of the Russians coming into Japan, the shogun warned the Bakufu to focus less on internal affairs and more on “treat” from the outside world.C.Define:czar: ________________________________________________________________________________crisis: ______________________________________________________________________________The Influence of Europebetween 1799 and 1815, most of Europe were at warsDutch East India Company, for whom the traders worked, decided to hire ships from other countries to carry on its trade in AsiaDutch were the only foreigners allowed to set foot in Japan, the ships were told to fly Dutch flags and hide any Bibles and weaponsJapanese officials decided it time for the government officials to learn about the West Japan started to import and translate books on European history, institutions, and military science, as well as astronomy and other sciencesJapanese government officials who were learning French, Russian, and English Japanese officials concluded that since all the languages and fashions of Europe were similar, there must be one superpower in EuropeJapan’s Response — Don’t Think Twice TreatyBakufu decided to expel all foreigners new edict began in 1825 on the advice of a government official named TakahashiTakahashi had studied Western countries and felt that Japan should be even more restrictive because foreign ships and foreigners were gathering around JapanTakahashi learned that other countries did not allow foreign ships to dock without proper papers/protocol and would be turned awayThe Influence of China1842, China lost much of its control over its seaports when Britain won a war with ChinaChina forced to sign a treaty that gave Britain special privilegesSpecial privileges included the right to land at specific ports, having low fixed tariffs on goods coming into and leav ing China, and not having Chinese law applied to Westerners on Chinese soiltreaty did not treat each side equallyChina was seen as weak Britain also extended these rights to all Western countries who wanted to trade with ChinaJapan’s Response — Retreat and IgnoreBakufu officials were surprised that China had signed the treaty as they were a powerful countryJapan now realized how large and powerful the English forces werenoticed more American, Russian, and British activity along their own coastlineBakufu abandon the “don’t think twice treaty” because they were afraid the policy might cause Britain and other Western countries to invade Japan1844, Netherlands sent a letter to the Bakufu recommending that they open Japan’s doors to the West for tradethe letter warned that if these countries were not welcomed, they might come in by forceBakufu responded by saying that it was impossible for nations to come in by force but by the time the answer reached the Dutch, foreign ships were already reaching Japan’s harboursThe Influence of the United StatesThe Crisis with America: Japan Feared for Its Sovereignty 1845 US sent a representative to Japan to discuss trade and coal station, US returned to China empty handed1853 Commodore Matthew Perry entered the harbour at Edo with four war ships, his objectives:get supplies and coalprotect sailors and American ships that might need helpofficial trade agreement1854 Commodore Perry returned with more warships and Bakufu signed the Treaty of Kanasawa - Japanese felt they achieved a major goal because they had entered into an agreement that allowed them to maintain independent authority and control over their country. Perry had two other objectives that were met:2 ports were to be opened to US ships/coal and supplies would be availableshipwrecked sailors would be helped1856 Harris (American consul) was to organize a more complex trade agreement - shogun sought support for the treaty from the emperor, but did not receive it1858 Harris Treaty was signed - allowed Americans to live in Edo and Osaka under the protection of American law1863 5 ports were now open to the US, allowing goods to enter and leave Japan, also had an agreement to supply Japan with ships, arms, and techniciansUS wanted trade relations with JapanUS wanted a coal station in Japan’s ports so that they could get fuel for their steamships on their way to ChinaUS wanted assistance for any US sailors shipwrecked on Japan’s shoresJapan’s Response — Internal UnrestBakufu and samurai had heated debates regarding USsaw the agreements with Perry and Harris as favouring the US - unequal treatiesJapan then was pressured to sign treaties with Russia, Britain, France, and the Netherlands – also unequalJapanese felt that the shogun was no longer in control and had been humiliatedIsolation was no longer possibletherefore Japan needed to compete with the West and protect Japan’s sovereignty.D.True/False - Indicate whether the statement is true or false.____4.Russia and China were the first countries to have trade relations with Japan.____modore Mathew Perry was intent on ending the Bakufu’s ni-nen naku (without thinking twice) edict.____modore Perry’s treaty forced Japan to consider signing unequal treaties with Russia, Britain, and France____7.After the shogun signed unequal treaties in the 1800s, the citizens felt that they did not have to compete with the West anymore and they could maintain their policy of closed doors and isolation.E.Multiple Choice - Identify the choice that best completes the statement or answers the question.5.The influence of Europe on Japan was apparent by the need to3A.assimilate the Ainu peopleB.create and sign treaties with RussiaC.educate Japanese officials in European languagesD.build a stronger army6.The Bakufu edict ni-nen naku, meaning Without Thinking Twice or Don’t Think Twice, was applied to4A.soldiers were in battle and it meant to never turn back.B.treaty relations between the shogun and foreignersC.the unique Japanese way of lifeD.expelling foreigners who may have been shipwrecked on Japanese shores7.During the Meiji period the __________ had the most influence in world trade.5A.Dutch East India CompanyB.Russian-American CompanyC.Russian- Chinese CompanyD.Dutch Japan Company8.The United States favored trade relations with Japan because they wanted6A.access to all the goods and resourcesB.to build a world trade center in the EastC.to establish a coal station for fuel on one of the Japanese portsD.to free the Japanese from the isolation policy9.The major factor that led the Japanese to open the door to the West was the7A.citizens rejection of the shogunB.signing of the Treaty of Kanasawa with Commodore PerryC.need to protect the Japanese sovereigntyD.need to compete with the West and ensure the Japanese national characterF.List 3 influences (causes) and 3 Japanese responses (effects) for each. Influences or CauseJapan’s Response or EffectRussiaEuropeChinaUnited StatesHow Can Individuals Change the Way Others View the World?2 people changed the way Japan looked at the world: Sakuma Shozan and Yoshida Shoin both inspirational samurai teachers who were interested in Western technology and war against West was inevitablevalued and taught the Confucian teachings of loyalty, dedication to society, and combining knowledge with actiontaught questioning and inquiry, along with the bushido idealspupils needed to have many experiences and to consider the good ideas from many sourcesurged their students to visit foreign countries to find out about foreign technologies such as guns and steamshipsSakuma and Yoshida watched Commodore Perry’s warshipsboth knew that if Japan were to win a war against the west they needed to know more about the Westbelieved that a mix of the strengths of the two worldviews would make Japan more powerful and independentEastern moralityWestern skillsdid not agree on how Japan should maintain its sovereignty or become a world leaderYoshida urged the overthrow of the Bakufu and return power to the emperorSakuma work with Bakufu and promote the learning of West technologyYoshida decided to find out more about the West by foreign travel and boarding US shipsBoth were arrested and imprisonedYoshida - was eventual arrested again for trying to assassinate one of the shogun’s officials - beheaded - 29 years oldboth are heroes in Japanese history even though broken many of the nation’s laws (regarded as courageous and brilliant)examples of shishi, which means “people of spirit,” or “people of high purpose.”pletion - Complete each statement.1.The signing of ____________________ created an internal crisis for Japanese citizens.2.Under the Meiji government the ____________________ were forced to assimilate with the Japanese and their language and customs were suppressed.3.The ____________________ were the only foreigners prior to the Meiji period that were allowed to trade with Japan.modore Perry wanted to establish a ____________________ station on a Japanese port so that his steamships would get fuel.5.Sakuma and Yoshida believed that a combination of Eastern ____________________ and Western ____________________ would liberate Japan.How Did Japan Respond to the Crisis?Different Points of ViewTwo conflicting viewpoints caused a great deal of internal conflict in the Bakufu during this periodOne group thought it was only matter of time before Japan would be forced to trade with Western nations - believed impossible to remain isolated - needed to use Western technologies to become more powerful and to remain independentAnother group believed that Japan could remain isolated, that it should declare war on the Western countries, and that all foreigners in Japan should be killed - believed exposure of the west on the common Japanese (peasants, merchants, etc) would destroy their social systemCivil Unrestmid-1800s farmers and peasants were starvingpeople questioned the taxes they were forced to payquestioned if the Bakufu was the cause of the unrest; support for the Bakufu weakened samurai began to support the emperorSamurai were angry because the Harris Treaty had been signed against the wishes of the emperorSome samurai leaders had secretly travelled to England and did not actually fear the presence of the foreignerscritics of the shogun wanted to create a new government headed by the emperor - used slogan “Sonno Jo” which means “Revere the emperor! Expel the barbarians.”increased military supplies, purchased weapons and ships from the Westgroups of women broke with tradition to form military brigades to fight the shogun’s troopsnew government started to form but some Samurai;s fought, won and proclaimed Meiji as the emperoremperor quickly abolished the office of the shogun and ordered the current reigning family to return to their farm landsshogun’s military forces were defeated Emporer won again and renamed Edo the city Tokyo, which means “Eastern Capital” H.What were the 2 conflicting viewpoints that caused internal conflict in the Bakufu?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I.What were some of the civil unrest that happened during this period? List at least 5 points.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How Did the Political System Change?Meiji leaders declared the emperor sacred and inviolable through a “creation story”appeal to the Japanese traditionalists and build loyalty to the government by using the young emperor as a symbol of unityemperor was considered a divine being until after WWar II when a new constitution made him a symbol of the stateThe Charter OathApril 1868, Emperor Meiji signed the Charter Oath that outlined the goals of the new regime, this was to gain the confidence of all of the domains for the new government It decreed:policies would be based on the consensus of the daimyo of all domainsshowed change in all three elements of worldview: political and economic systemssocial systemscultureThe Charter OathDeliberative assemblies shall be widely established and all matters decided by public discussion. All classes, high and low, shall unite in vigorously carrying out the administration of the state.The common people, no less than the civil and military officials, shall each be allowed to pursue their own calling so that there shall be no dissent.Evil customs of the past shall be ended and everything shall be based on the just laws of nature.Knowledge shall be sought throughout the world so as to strengthen the foundations of Imperial rule.J.MatchingMatch the following words or terms to their correct description below.A.The emperorE.regaliaB.modore PerryC.AinuG.The Charter OathD.inviolableH.samurai____1.__________ is a decision reached through common agreement.____2.The __________ wanted a new government headed by the emperor.____3.__________ means not to be injured or tampered with.____4.The __________ are considered descendants of Japan’s first indigenous people.____5.__________ is distinctive clothing and jewelry.____6.__________ was considered an icon that bound the Japanese nation.____7.__________ opened Japan up to the west.____8.__________ outlines the goals of the new regime.How Did Japan Reshape Its Worldview and Begin to Modernize?New Leadershipemperor was the official head of the government he did not rule directlynew government was in chargeyoung intelligent samurai’s (average age 30)academic and military skillsmany had travelled to other countries or had met Westernersmany had studied under Yoshida or Sakumarealized the quality of Western technology would prove beneficialcreated changes in Japan that promoted economic growth and industrializationslogan was “Enrich the country; strengthen the military.”They had two key goals:? to modernize Japan and make the economy grow? to renegotiate the unequal treatieschallenge of the Meiji leaders was to develop a nation that would be competitive in the modern world and yet continue to be JapaneseJapan must remake its societydistance themselves from old traditions and build a new, modern Japanlooked to Western nations for models because they saw Europe and North America as being wealthy and powerfulJapan’s worldview changed drasticallyJapan welcomed foreigners Foreign educators and experts in manufacturing and industry were invited to assist with the move towards modernizationsent half their new government to Europe/US to learn about the institutions, laws, and customs of the successful Western nations. The ambassadors made these conclusions:West is wealthy and powerful because of a representative governmentCharter Oath should be used as the foundation for a national constitution that will shape the laws of JapanCautious - representative government should not be considered until the people are ready for a parliamentary system of governmentimportance of religious freedomencourage private enterprise and business innovationvalue competition, participation and colonial expansiondevelop a new educational system for Japan based on Germany and US systemThe Iwakura MissionDecember 1871–September 18731871 - new government sent 50 officials and 50 students on a 22-month world trip of 12 countriespurpose - find best ideas around the world and bring them back to Japan concluded Japan was not in any immediate danger of losing its independenceJapan needed to modernize its societyJapan was not hopelessly behind as they had fearedNo other country in the world had ever sent its government on a voyage of exploration, such as the Iwakura Mission.K.True/False - Indicate whether the statement is true or false.____ 7.A political strategy that was used by the samurai to bind the citizens during the mid 1800s when there was civil unrest was to portray the emperor as an icon for the people.____ 8.The Charter Oath was a measure to outline the new rules of the Emperor and to present people with a new more democratic model of leadership.____ 9.The Japanese people were envious of the Western way of life, characterized by wealth and power, and wanted to adapt new leadership models in their own country.____ 10.During the Iwakura Mission, Japanese officials traveled the world to learn about new defense strategies from other countries.____ 11.Japan began to modernize under the Emporer Meiji.____ 12.Civil unrest in the country after the unequal treaties increased support of the Bakufu.____ 13.Europe became dominant once China lost its power in Asia.____ 14.Many countries would use the Dutch flag so that they could sail in Japanese territory for trading purposes.____ 15.Japan felt they had to agree to trade relations with the U.S.A and were pressured into signing a treaty.L.Multiple Choice - Identify the choice that best completes the statement or answers the question.____8.Sakuma and Yoshida were two influential samurai teachers and they believed that Japan would become more independent and powerful ifA.the treaties with all of Europe were signedB.all officials learned the European languagesC.there was a mix of Eastern morality with Western skill setD.Japan maintained its isolation policy____9.In the mid-1800s there was civil unrest in Japan due to the Western influence. As a resultA.the shogun was viewed as the savior and was an icon in the citizens eyesB.the bakufu was stronger than ever and had developed armies to defend the country against invasionC.the citizens were disappointed in the Bakufu and wanted the emperor to take control of the countryD.the samurais were in agreement with the West and conspired to overthrow the Bakufu____10.The most important reason for the development of the Charter of Oath by Emperor Meiji was toA.ensure the loyalty of all Japanese citizensB.show the nation that he was serious about his new ruleC.show confidence in all areas of the new governmentD.appease the Western nations and prevent more treaties from being signed____11.Japan began to reshape its worldview byA.allowing citizens to learn new languages and to travelB.trying to renegotiate the unequal treatiesC.increasing manufacturing companies and textile millsD.accepting new immigrants into their country____12.The Iwakura Mission concluded thatA.Japan needed to restructure its education systemB.there was an urgency to modernize Japan, as it was in danger of falling behind the WestC.religious freedom was the key factor in reshaping the nationD.Japan was not in any danger of losing its independence to another nation____13.Japan could no longer maintain its policy of isolation due to a number of external and internal pressures. Which factor was most significant to the end of isolation?A.Trade relations between countries were increasingly important and unavoidable in the world economy.B.Young Japanese studying at Deshima were exposed to Western thoughts.C.The Bakufu were viewed as too weak to run the country.D.Japan feared that it would lose its power to Europe as had China. C H A P T E R 6How Did Rapid Change During the Meiji Period Affect Japan’s Worldview?Japan set out in the Meiji Period to become militarily powerful and economically self-sufficient that it would be considered an equal partner with the Westadapt to many changes within a very short timeHow Did Japan Decide to Implement Change During the Meiji Period?Japan would have to undergo dramatic changes in order to maintain control over its futurehave to become as strong and competitive as the Western nationsimplemented aspects of democracy, such as elected representativespublic education as a necessary way to help Japanese society adjust to an industrialized nationembraced technologies, such as steam-powered machineryadaptations had a significant impact on changing the Japanese worldview: the values and beliefs it held about culture, social systems, and political and economic systemsleaders carefully considered traditional aspects they would maintain and which could replace with systems from other societiesA.List 4 things Japan did to implement change during the Meiji Period?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________democracy: a form of government in which the citizens have the power, exercised by them directly or their elected representativesindustrialized: having large industries as an important feature in a country or an economic systemJapan used the British navy as the model for its navyused the German army as the model for its armyMinistry of Education established free education for everyone and provided a compulsory six-year education program for both boys and girls, modelled on France’s systemNew universities were founded and modeled after those in the United States.How Did Modernizing the Japanese Political System Reflect a New Worldview?new leaders of the Meiji government decided to prepare carefully for a constitutional governmentfirst step was to establish strong central control - imperial capital moved from Kyoto to Edo and renamed Tokyoemperor’s living in the castle clearly showed the people that the shogun and Bakufu were no longer in powerconstitutional government: a government in which operation is controlled by a set list of rules Unifying the Countryyoung leaders gained the support of the domains and daimyo surrendered there lands called Return of the Registers1871 - all domains were officially abolished by imperial decree and replaced by a prefecture system.Return of the Registers was the first step towards the establishment of a centralized governmentyoung leaders recognized that the people needed a symbol to help develop nationalistic feelings - used the emperor to secure support for both the new government and the modernization of the country by making him the symbol of the newly unified nationprefecture: an administrative district in Japan, somewhat like a large countynationalistic: patriotic, sometimes to the extremeTo modernize the government of Japan, the new leaders decided that they would need to ? unify the territory of Japan? look for a model of government that could be adapted to Japanese needs? change the social order so that all Japanese citizens, no matter what their origins, would have the same obligations and loyalty to the state? create a constitution so that the most important values and beliefs of Japan would guide the country in the futureliberal: favouring a relaxing of social traditions; favouring personal freedomhuman rights: the basic rights believed to belong to every person, such as the rights to freedom, to justice, and to religionconservative: averse to rapid change; favouring the status quoDajokan: the Japanese government structure implemented during the Meiji Period The Japanese parliament is opened by the Mikado (the emperor), Tokyo, 1891.Searching for a New Model of Governmentnew government’s goal was to be efficient and economicaldisagreement on how to build a new Japanliberal group supported the French and American ideals of human rights and a representative governmentconservative group was more comfortable with the German model of centralized controlleaders decided to adopt a German-style government with a strong cabinet and limited powers of parliament it was called the Dajokan after an ancient Japanese imperial institutionPolitical Change Affects the Social Systemsgovernment wanted the population to be loyal to the central state/emperor and not local daimyoeliminated the hierarchical social order - feudal class system was abolishedpeople chose their occupations and move about the country freelyAll Japanese now lived with the same obligation — be loyal to the emperor and to the stateThe Constitution of Japan — 1889We hereby adopt a fundamental law of the State, to exhibit the principles by which We are guided in Our conduct, and to point out to what Our descendants and Our subjects and their descendants are forever to conform.The Emperor is sacred and inviolable and is above the law of the ernment ministers are responsible to the Emperor.The Emperor has the power tocommand the military forces and control foreign policyappoint cabinet members, judges, and Privy Council membersconvene and dissolve the Imperial Diet (Parliament) at willThe Imperial Diet is divided into two houses of equal power:The Upper House is called the House of Peers. Members are selected for life by the Emperor.The Lower House consists of 300 members who are elected by citizens for four years.Citizens are granted freedom of speech, religion, and association. However, the government reserves the right to withdraw these rights.Creating a ConstitutionJapan believed it was as strong and capable as any other nation — a world leaderleaders were in favour of developing a constitution for Japan:? Most strong European countries had constitutions.? Western countries would regard Japan as a stronger nation if it had a Western-style constitution.? A constitution would unify Japan.leaders agreed with developing a constitution, they disagreed with model constitution and writing of it became a national issuemany Japanese (including former samurai - now called shizoku) not satisfied with the control of the strong central government, they wanted greater participation Three political parties were formed and supported by different newspapers, debates happened in all parts of the country, and violent revolts eruptedMeiji government reacted with more restrictions and passed a new law allowing the government to censor the newspapersPublic assemblies were also bannedIn response to these new laws people called for a representative government new constitution was written similar to the constitution of Germany and reflected Japanese societydomestic products: the goods produced within a countryimport tariff: the taxes on goods coming into a country; imposed to make imported goods more expensive in relation to domestic products How Did Japan Change Its Economic System?road system, markets, merchant class, small businesses, and some banking institutions were already in placeleaders believed they needed to become more industrializedJapan was restricted by the trade agreements it had signed with Western powersit was not allowed to lower the taxes on domestic goods or raise taxes on foreign goodsunequal treaties made it difficult for domestic industries to surviveIndustrializationnew industries, such as munitions and gunpowder factories, were for the militaryother industries, such as the silk and textile industries and glass and chemical plantsmany new industrial and manufacturing projects were government funded and government owned it helped jump-start Japan’s modernizationcosts these industries were overwhelming except for military-based industries, most government supported industries went privatecountry’s major industries came under the control of a small number of private companies which reduced economic competition, they were known as zaibatsu or financial cliques, ie. Mitsubishi familyzaibatsu were closely tied to the government and strengthened support for the Meiji stateCapitalismMatsukata Masayoshi became the Minister of FinanceChanges he made, small farmers lost their land and several small businesses went bankruptindustrial output increased and Japan’s national income doubledJapan quickly developed into a capitalist societynational income: the money received for all services, goods, and products produced by a country, usually measured quarterly or annuallyUsing the developed countries of the West as models, the government helped the economy to change and grow:New railroads were built to join all four major islands; roads and highways were pavedDeep water harbours were created at Yokohama and KobeTelegraph and telephone systems were builtNew technologies and industries were imported, as well as hundreds of foreigners to train the JapaneseA Ministry of Banking was set up to provide subsidies to new businesses.What Is a Capitalist Society?Individuals or the government are engaged in business. Focus is on entrepreneurs who establish and operate companies.Goal is to make a profit by producing or obtaining goods at one price and then selling them for more money.People work for wages, not goods. They use their wages to purchase the goods they need or want.B.Multiple Choice - Identify the choice that best completes the statement or answers the question.1.Which of the following statements does not describe Japan’s new worldview about its place among nations?A.strong and capable nationB.a world leaderC.a leading exporterD.a constitutional government2.What was the symbol that was used to help develop nationalistic feelings in the people of Japan during the Meiji era?A.samuraiB.emperorC.the military uniformD.Japanese Buddha3.The government of Japan wanted people to accept its new rules and reforms so they created a new long-term __________ plan which would instill in them common values of citizenship and duty.A.financialB.national religionC.modernizationD.education4.The Rescript to Soldiers was an updated version ofA.the oral traditionsB.gunboat diplomacyC.the bushido moral codeD.the hara-kiri ritualHow Did Japan Change Its Military System to Meet Political Needs?wanted a strong military for several reasons:centralized army of obedient and disciplined soldiers would strengthen the government, with a strong military, the government could bring about change and defeat any internal oppositionstrong military force was necessary for Japan to renegotiate the unequal treatieswanted to become a colonial power - believed countries that had colonies were highly respectedleaders needed a strong military to ensure they could meet their political goals (defend themselves against enemy attack and preserve their independence)Japan developed a powerful army and navyused the British navy and the German army as its modelsnew leaders had military experience from the previous warsused Western models to train their armed forcesWestern nations were reorganizing and rebuilding their own armies1870 — Imperial Guard was the first government-run army and the beginning of a national army.1873 — The new army used the French idea of military conscription. All men, regardless of class or origin, had to serve time in the army for three years, followed by four years of service in the reserves.1876 — Japan used gunboat diplomacy, learned from Commodore Perry, to force Korea to open its ports to trade. Japan made an unequal treaty with Korea that allowed Japanese citizens in Korea to live outside the laws of the country.1882 — The army adopted a type of bushido moral code called the Rescript to Soldiers. It stressed complete loyalty to the emperor. It required loyalty, respect for superiors, valour, faithfulness, righteousness, and simplicity. Ironically, the new military was using the same principles by which the now-abolished samurai had once lived.gunboat diplomacy: political negotiation supported by the threat or use of military forcemilitary changed the Japanese worldview by breaking down classJapanese peasants left their homes, received educational training, returned to their homes after conscription, they brought modern technologybrought sense of nationalism and loyalty to the emperor and passed on to fellow pletion - Complete each statement.1.During the Meiji period, Japan wanted to become a ____________________ power and ____________________ self-sufficient.2.The people of Japan were now able to elect their representatives. This is an aspect of ____________________.3.The only person guaranteed any rights in Japan during the Meiji period was the ____________________.4.Getting rid of the _________________________ strengthened the national unity of Japan.5.The unequal treaties made it difficult for Japan’s industries to survive because they were not allowed to lower taxes on domestic goods or increase the import ____________________.6._________________________ and laquerware are two examples of traditional products in Japan.7.Japan believed that being a ____________________ power like Britain and France would make it more highly respected.8.University tuition was free for those students who were accepted into the _________________________ universities.9.New railroads and highways, a Ministry of Banking, and ______________________________ are all signs that the government helped the economy of Japan to change.10.Being ____________________ means that you are averse to rapid change and favor the status quo.How Did Japan’s New Worldview Change Its Social Systems?traditional feudal system was eliminatedrigid class structures was dismantledIndividuals free to better their status, change occupations, and move around the countryeducation was key to changeThe Lives of the Daimyo Changednobility and the daimyo were merged into a single aristocratic classdaimyo could no longer get money from their domains, government gave them a one-time lump sum of money and pensionsinvited to Tokyo national banks to invest their capital in new businessesThe Lives of the Samurai Changedsamurai were given allowances, but reduced and eventually eliminated military conscription symbolically ended the importance and privilege of the samurai, forbidden to wear the ceremonial swords, special dress and hairstyle went out of fashion samurai were given permission to become tradespeople, farmers, and business owners samurai who had been educated became involved in business, government, and educationThe Lives of the Farmers ChangedFarmers were given ownership of their lands and free to grow what they wanted, had freedom to move about and sell their products at markets, had to pay a 3??tax on the landsmall farms were unable to pay their taxes, sold lands to wealthier farmers and became tenant farmersfarmers were not able to negotiate with new bureaucracy (impersonal and inflexible) during famines and droughts3% land tax, taxes rose and caused hardship, grew angry and notice merchant class was becoming wealthy.The Lives of the Commoners Changedfeudal system was abolished, people with lower incomes had the opportunity to move to positions of higher paycommoners were allowed to have surnamesban on intermarriage between samurai and commoners was liftedlowest classes were raised to the status of commoner, now subject to tax and legal obligations like everyone elsechristians were allowed to practise their faithlong-term education plan was needed, through education, the government could strengthen national and social unity, widen the support of the people, and ensure that values of citizenship and duty were taught to alltechnical schools were set up, and elementary school became compulsory for all children3standardized curriculum was developed for ALL children.1871, Ministry of Education developedgoal break down class and regional identities and help raise the standard of living in the countrycurriculum promoted strong, common moral values, a strong national identity, and loyalty to the emperorestablish the Imperial University (Tokyo University) and a second national university in Kyototuition was free for those accepted into the government-run universities, and graduates were automatically qualified for jobs with the governmentprivate universities were also established.ratify: to approve formallyHow Did Japan’s Culture Change?What Role Did Religion Play?government wanted to make Shintoism the national religion and part of the school curriculumeveryone having the same belief system would create greater unityhoped the people would discard Buddhism and Confucianism but, confucian virtues were still being taught in the schools, the military, and through bushidomany people practised Buddhism and Confucianism anywayeventually the government allowed Buddhism as a religionHow Did Attitudes Change?Young Japanese intellectuals believed that if Japan was to succeed, then the individual had to succeedused mottos to promote this idea: bunmei kaika or “Civilization and Enlightenment,” and risshin shusse or “Be a Success.”newspapers wrote about the ideals of liberty and individualismindividual was to work in harmony with family, community, or business groups. new sense of nationalism emergedfailed to renegotiate the unequal treaties; people began to feel bitterness towards the Westfear that the move towards a Western lifestyle had gone too far and Japan was losing its identityHow Did Ideas of Citizenship and Participation Change?increasing education, dismantling of the class hierarchy people started to voice their concerns and lobbied the governmentthese new attitudes surprised and frightened the Meiji leaders who still believed there was a need for strict government control over the countryfilial: showing proper respectD.Multiple Choice - -Identify the choice that best completes the statement or answers the question.5.Once the borders opened and Japan could trade with the West __________ began to influence Western art and architecture.A.Vincent Van GoghB.Fukuzawa YukichiC.Matsukata MasayoshiD.Japonisme6.Many changes occured in Japan from the Edo period to the Meiji period. Which of the following is one area in which very little changed?A.cultureB.social systemC.political systemD.education7.The domains were all abolished in 1871 and replaced by a __________ system.A.nationalisticB.prefectureC.oligarchyD.Tokugawa8.Although Japan had begun to make economic changes the leaders believed that Japan needed to become moreA.industrializedB.conservativeC.democraticD.adaptableHow Did Changes in the Edo Period Compare to Changes in the Meiji Period?This chart summarizes the key changes that occurred during the Edo and Meiji Periods. Think about these developments and imagine their impact on the people of the ernment, Land Ownership, and TaxesEdo PeriodMeiji Periodpolitics based on a feudal systemshogun demanded loyalty from the daimyodaimyo set their own rules/regulations decentralized form of governmentdomain was ruled by its own Hanshogun and Bakufu ruled over the daimyoindividual rights were not considereddaimyo were required to pay taxestax assessment was based on crop production; the kokutaxes were paid with products, not currencytaxes paid to the daimyo were the responsibility of each village unit Feudalism was abolishedloyal to the emperorcentralized government dictated rules and regulations for the entire countryemperor adopted a constitution that allowed some individual rightsprovide a mechanism for the will of the people to be expressed through the electiondomains were abolishedcountry was divided into prefectures/districtsfarmers could own the land they workedtaxes were collected directly by the central governmentbased on 3% of the land value and were paid with moneytaxes were the responsibility of each individual landownerMilitary, Foreign Relations, Education, Class Structure and CultureEdo PeriodMeiji Periodshogun had the largest armyeach daimyo had an army made up of their samuraiover time, armies became smaller, no need for large armies and too expensivepriorities of the shogun were peace and orderBakufu believed that the best way to maintain peace and order was to isolate Japan from the rest of the worldestablished the National Seclusion Policythe unequal treaties were signedsigning of treaties was major factor in the downfall of the Bakufuno government-run schools2 types of schools: education to sons of the samurai class and schooling for the sons of commonersusually run by a single person or couplefocused on literacy and numeracyfeudal system dictated strict class structure and social rolessociety was very traditional, developing many artistic forms such as kabuki, tea ceremonies, and printmakingThe Edict for Conscription made military service compulsoryforeign military models were studiedGerman model was used to organize the armyBritish model was used for the navypriority to build up Japan’s strength to that of the Western countries travelled abroad to study Western military practices and learn about Western technologyexperts from the West were invited to Japanrenegotiate the unequal treatiesMinistry of Education was establishedstandardized school curriculum was set3 levels of schools were established: primary, middle, and universityprimary schooling was compulsory for boys and girlsfeudal system was abolishedclass hierarchy was dismantledindividuals could move in social classessociety adopted ways of the West but maintained most cultural traditionsConclusionMeiji Era ended with the death of the emperor in 1912key advisors committed seppuku when they lost their lord, just as samurai had done for centuries seppuku: ritual suicide by disembowelment by a sword; also known as hara-kiri Crown Prince YoshihitoE.Multiple Choice - -Identify the choice that best completes the statement or answers the question.9.The emperor’s key advisors committed seppuku when he died. Which of the following reasons would accurately describe why this was done?A.To show the ultimate loyalty towards the emperor.B.To avoid having to work for another emperor.C.To be punished for the emperor’s death.D.To show their disagreement with the selection of the new emperor.10.Which of the following was not a motto used by the young intellectuals to help Japan be successful?A.Civilization and EnlightenmentB.Be a SuccessC.Unify the territory of JapanD.For the sake of the country11.Always respect the constitution, observe the laws, and be __________ to your parents.A.insolentB.filialC.A and BD.none of the aboveF.Short Answer:Throughout the Meiji Period, the government of Japan wanted to unify the country. How did they attempt to do this? Did it work? Give your answer in essay format. Give examples from the text and class discussions to justify your answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Chapter 7HOW DID GEOGRAPHY AND HISTORY AFFECT THE WORLDVIEWS OF THE AZTEC AND THE SPANISH?The AztecsAztec called themselves Mexica, this is the origin of the name of the country of MexicoGeography of Mexico includes: deserts, mountains, tropical forests, ranchland, rich farmland and seacoasts (east and west)2 largest rivers are Rio Grande and UsamacintaNorthern Mexico is desert (Chihuahua and Sonoran)Only 10% of land can produce crops in MexicoMountain ranges located in central plateau of Mexico Large basin between mountain range referred to as Valley of MexicoTemperatures in basin are always spring likeSouth Mexico has dense forests and tropical climate with lots of rainfallTropical beaches line both Pacific Ocean and Caribbean SeaPre-columbian societies lived in central basin (basin had plenty of water from 5 lakes, largest: Lake Texcoco (all water drained into Lake Texcoco making it saline – soil around the lake not suitable for agricultureAztec civilization lived in this valley – small agriculture that existed around the lakes supplied food for whole civilization, nobles/elite lived in cities and farmers grew the agricultureBasin had different ecological zones – farmers grew a variety of items and had different farm techniques based on the zones they lived in - this diverse zone created a market system for distribution of food and other itemsCanals and waterways main form of transportationSpainSpain occupies about 80% of Iberian PeninsulaDue to Spain being located on the ocean, it had an advantage in the exploration raceMountain ranges: Pyrenees (largest) separates Spain from FranceFast flowing and difficult to navigate riversCentral Plateau called Meseta Central is treeless, dry and drought like – plateau is isolated from the north and south of Spain by mountain rangesClimate is rainy in the north and moderated by the ocean, winters are mild and summers coolSouthern part of Spain is dry and little rainfallDue to the geography of Spain, the kingdoms were usually localized, small and based on mountain ranges, or rivers, this helped to shape Spain’s historyA. Define:plateau ______________________________________________________________________________pre-Columbian _______________________________________________________________________ecological zone ________________________________________________________________________semi-nomadic ________________________________________________________________________incentive _____________________________________________________________________________Meso-America ________________________________________________________________________HOW DID THE HISTORY OF THE AZTEC AFFECT THEIR WORLDVIEW?Long MigrationAztec were one of several Nahuatl-speaking groups who left the desert like country of northern Mexico and migrated southward looking for a place to settle Other groups went north (ie. Comanche into US)roughly 200 year led a semi-nomatic life and finally settled in the Valley of MexicoAztec followed during their migration the orders of their patron god – Huitzilopochtli who spoke to the priestsPriest would force followers to keep moving upon instruction from Huitzilopochtli, even if it meant leaving unharvested cropsThey believed they were the chose people and the god would lead them to their land and destinyTenoch was chieftain who lead them to the Valley of MexicoIn the Valley city/states of various other groups were already settled and wouldn’t let Aztec settle as they were barbarous and unculturedOther societies were: Tlaxcalans, Cholulas and Tepanecs – all would have conflicts with AztecsTenochtitlan, The City of TenochFinally Aztecs found a swampy island in the middle of the Lake TexcocoPriests had saw a eagle perched on a cactus holding a rattlesnake – sign that had been foretold of the “right” placeAfter settled dealt with the other societies they would continue to have conflict withMany Aztec worked as mercenaries and servants for other societies especially the TepanecsBecame skilled hard workers and ferocious warriors, build aqueducts to bring fresh water and connected their island to mainland by 3 causeways (provided protection against attack)Use waterways to trade with other societies around the lakeCity grew, roughly 1,000,000 people in Valley and 150,000 on island (larger than any European city)Once settled into new city, a new culture was built on history of migration, strong religious beliefs and what made them strong/able to flourish (ie. hard work, faith, negotiation skills, etc.)B. How did 200 years of semi nomatic life affect the Aztec’s worldview?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________HOW DID THE HISTORY OF THE SPAINAFFECT THEIR WORLDVIEW?Iberian Peninsula had successive waves of invasion and colonization over the years: romans (Christian), then the Ostrogoths, Franks and Visigoths (also Christian), then the Moors (mostly muslim from North Africa)History - The ReconquistaMuslim rule in Spain lasted more than 700 years - Muslims, Jews, and Christians were all allowed to practice their own beliefs.few northern regions in spain resisted the Muslim invaders and remained Christian and over the centuries became more powerful and continuously fought to get lands back the Reconquista, was the move to retake the Iberian land under Muslim control during the 1100 and 1200’s the Christian regions were successful at reconquista and now the muslims only held one small kingdomin 1492 the last small kingdom was captured by the conquistadors of King Ferdinand and Queen Isabella, the Moorish control of Spain was overthe Spanish conquistadors were christians and believed that it was their duty to convert non-believers to Roman Catholicismthe Spanish conquistadors fought for both religious and nationalistic reasonsthe two largest kingdoms, Aragon and Castile, were unified with the marriage of Ferdinand and IsabellaSpain was not yet a nation but was now made up of several kingdoms brought under the authority of the monarchySpanish InquisitionAfter the Reconquista, the Roman Catholic faith was considered the only true faith in SpainFerdinand and Isabella used this to their advantage because it would united everyone if they followed one religion and it was a way to control peopleIn 1492, the Spanish Inquisition was instatedthe Inquisition was both a civil and a religious courtthe court was set up to judge if the converted Jews and Muslims were true Roman Catholicsit also judge any citizen who was accused of not following the Roman Catholic faith (punishable by confinement to dungeons, torture, or death)If an individual was simply accused, but not proven guilty, property was confiscated and the person was forbidden from holding any public officeEventually, all Jews and Muslims were expelled from Spainthe Spanish Inquisition did not officially end until 1834.C. What is the difference between the Reconquista and the Spanish Inquisition? What was the purpose of the Spanish Inquisition?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Desire for ExplorationSpain and rest of Europe were benefiting from better economies, new technologies, and more stable governmentthe Spanish had a strong desire for exploration to find new lands because the routes to the East around Africa had already been explored by other countriesin 1492, Christopher Columbus sailed west across the Atlantic, reaching land in the Caribbean and claiming it for Spain.with any new lands capture or recaptured, Ferdinand and Isabella considered themselves as the rightful owners including all resources and goodsmissionaries were sent to teach the beliefs and customs of the Roman Catholic Churchthe conquistadors had an imperialistic view of the new world, Superior in culture and religion therefore, conversion happened either peacefully or forcefullyHOW DID CONTACT WITH THE MOORSINFLUENCE SPAIN?When the Moors conquered regions of the Iberian Peninsula, they imported their Islamic culture and with it there knowledge and ideas. the legacy left by the Muslims influenced Spanish learning, architecture, and design (architectural styles, mosaic tiles and carpets)muslim scholars and Jewish scholars, were involved in the revival of the study of ancient Greek and Roman culture and philosophy.The legacy included the following:important schools of astronomy, mathematics, and architectureilluminated manuscripts and murals from the 9th and 10th centuries that showed the strong influence of the Islamic and Byzantine artistic style known as Mozarabic. great libraries containing books, classical documents (ie. works of Aristotle) all which contributed to the idea of humanismbeautiful buildings that included enclosed courtyards with fountains and decorative tiles (ie. palaces and mosques) DefinitionsConquistadorone who conquers; specifically, a leader in the Spanish conquest of America and especially of Mexico and Peru in the 16th century codex:an ancient manuscript in book formdestiny:all that is supposedly predetermined to happen to someone or something in spite of all efforts to change or prevent it.Incarnation:a deity or spirit taking a physical formMeso-American Societies : other societies which existed the same time the Aztecs did in the AmericasHOW DID CONTACT WITH OTHER MESO-AMERICAN SOCIETIES INFLUENCE THE AZTEC?each of the Meso-American societies had its own unique customs and traditions. many similarities between Aztecs and other civilizations because they all had incorporated the ideas and beliefs of the ancient societiesEarlier Societies of Meso-Americathe three greatest earlier civilizations in the Valley of Mexico were:Olmec - 1200 to 400 BCE Teotihuacan - peak of power between 150 and 450 Toltec - 900 to 1150The Olmecsaid to be the founding society, or mother culture, of all Meso-American civilizationslived in the lowlands near the Gulf of Mexico considered to be the greatest sculptors – ie. the colossal headshad several gods, including: a fire god, a rain god, a corn god, and the Feathered Serpent.Pyramid of the Sun in the city of Teotihuacan was the largest structure in the Western hemisphere until 1960s.The TeotihuacanTeotihuacan refers to the ancient civilization and to its altepetl (a meso-american city-state) altepetl was located what is now Mexico City. the Aztec, impressed by the enormous ruins believed it was a holy place where the sun, moon, and universe were created Aztec copied the way Teotihuacan was laid out (ie. the temples in the city centre) when building their city of Tenochtitlanwithin the centre of Teotihuacan was a temple to the god Quetzalcoatl The Tolteccapital city of the Toltec was called Tula, located about 100 km northwest of present-day Mexico CityAztec believed the Toltec were masters at creating a refined civilization each time the Aztecs lived among new people, they absorbed many of their customs and beliefsEffects of Other Meso-American Societies on Aztec CulturesSocial Systemsa hierarchical society with both a noble class, priests, and commoners a government with a strong central authorityuse of militaristic practices to build an empireReligious Beliefs and Practicesthe belief that gods could take on different forms such as the jaguar (an earth mother goddess) and the serpent (a water goddess)a belief in many gods, including Quetzalcoatl (the gentle plumed serpent god) and the god of rain Tlaloc religious practices that centred on seasonal cycles, emphasizing astronomy and the calendara belief that human sacrifices were necessary to sustain the gods with human hearts and bloodArchitecture and Arthuge pyramid-shaped temples to honour the godsbeautiful murals, large sculptures, and monuments of both humans and animals, mainly with religious motifsthe art of fine jewellery making, ceramic pottery, mosaic, metalworking, and featherworksD.Multiple Choice - Identify the choice that best completes the statement or answers the question.1.The center of the Aztec civilization was established inA.the desert of MexicoB.the valley of MexicoC.the mountain regionD.near the coast of the Gulf of Mexico2.The ecological zones of the land found in Mexico primarily influencedA.lifestyleB.crop growthC.market tradeD.transportation3.Spain was made up of many small kingdoms due to theA.way the monarchs had decided to divide the landB.many rivers that ran throughout the country sideC.enormous mountain regionsD.outcome of wars which determined the regional boundaries for the kingdoms4.The long migration was characteristic of Aztec culture. They were nomadic because they believedA.the gods did not want them to live in the same place all the timeB.they needed to find all the riches they could in MexicoC.a true Aztec never settlesD.that their god Huitzilopochtli would let them know of their true place of destiny5.The Aztec people knew that the island in Lake Texcoco was their destination to settle as they had received a sign from their God which had taken the form of a/anA.bear eating fish off the coastB.fox chasing a rabbitC.eagle holding a snake in its beakD.rooster sitting on a cactus tree6.The characteristic that was most honorable of the Aztec people and which helped them to become leaders was theirA.hard working natureB.belief in GodC.ingenuity and creativityD.patience and respect for othersHOW DID THE AZTEC EMPERORS BECOMETHE MOST POWERFUL RULERS IN THEVALLEY OF MEXICO?While the Spanish were struggling to unify their kingdoms, the Aztec were establishing an empire. when Spanish arrived in the early 1500s, the Aztec controlled most territories left in Meso- America The Aztec Rise to PowerAztec emperors increased their power by creating alliances with other powerful rulers, often through arranged marriages that were direct descendants of the Toltecthe Aztec gained power and respect in the Valley, they formed a Triple Alliance of the city-states of Texcoco, Tlacopan, and Tenochtitlan to fight the rival Tepanec. most of the region from the Pacific to the Gulf of Mexico was under the control of the Alliance Conquering New SocietiesLife in Aztec society developed around a culture of war. The goals of battle were:to seek an honourable defeat for the enemy and then make them pay tribute and provide labour to the empire to gain soldiers for the human sacrifice to the god HuitzilopochtliAztec had a conquering military strategy, first conquered weaker societies around those that were stronger then, they attacked the isolated societyAztec did NOT reorganize the societies they defeateddefeated ruler continued to carry out the local laws and government, customs and beliefs and followed emperor’s ordersif defeated society refused to pay tribute to the Aztec, they killed the people, sparing only the children, children then distributed throughout the empire (ie. as much as 40,000 children) When a city-state was defeated, its citizens were required to: promise allegiance to the emperorpay tribute to him in either goods or servicesworship the god Huitzilopochtliwhen no formal wars were being fought, the Aztec and their allies often challenged the rulers of other regions to participate in battles, this provided opportunities for young warriors to train and improve their skills and to take captives for sacrificesWhat Political Structure Developed in the Aztec Empire?governing the empire were the nobility, the pipiltin , the emperor was the highest-ranking noble and held the greatest power Chief of Internal Affairs was the closest advisor to the emperor and the second in command The tlatoque ruled, kept the records, managed the marketplace and resources, general of the military and members of the advisory group, of the major towns and cities and the Tecutin ruled smaller areas Priests, advised the emperor, studied religious calendar to determine which days would be luckyE.True/False - Indicate whether the statement is true or false.____1.Semi-nomadic nature of the Aztec can be attributed to their belief that life was not constant and one had to always seek new things.____2.Contact with other Meso-American cultures affected the social structure of the Aztec nation making them more hierarchical.____3.The Aztec people did not believe in interracial marriages as they wanted to preserve their unique culture and people.____4.The goal of a battle for the Aztec people was to capture enemy soldiers to sacrifice to their god.____5.When the Aztecs conquered a nation they left a military team behind to ensure allegiance to the Aztec emperor.How Did the Spanish Monarchy Become So Powerful?During King Ferdinand and Queen Isabella ruled they increased the powers of the throne and decreased the powers of the Cortes (the Spanish parliament).To do this, they:centralized government under their controlcreated a more efficient government bureaucracyimposed new taxestook control of the Roman Catholic Church in Spainbegan the Spanish Inquisitionforbid any faith but Roman CatholicismReducing the Powers of the AristocracyCortes (aristocrats) were established to keep the power of the monarchs under control by controlling the national treasury, and needed approval for all major expendituresFerdinand and Isabella reduced the power of the aristocracy by having men not from the aristocracy, selected for the Cortesallowed nobles to participate in parliamentary proceedings, but not votereorganized important financial and judicial institutionscentralized the powers of the government under a Council of State, Finance, and Justicefor loss of power, the aristocrats were granted huge tracts of land and exempted them from paying taxesFerdinand and Isabella gained support of the merchants and townspeople by helping them financially and with their business and protection - merchants taxes increased to make up the shortfallControl of the ChurchIn 1486, Pope Innocent VIII gave Ferdinand and Isabella the right to choose whomever they wanted to fill Church positionsthe Roman Catholic Church gave up this power and in return, Ferdinand and Isabella agreed to set up the Spanish InquisitionThe Spanish Begin to Build an Empirethe changes Ferdinand and Isabella made gave them greater authority and better resources to begin a policy of exploration and discoveryin 1492, Columbus convinced the monarchs to support him in his explorationsthis decision led to Spain becoming the most powerful and wealthy country in Europe in the 16th centuryby the middle of the 1500s, Spain controlled large areas of the Caribbean, the Americas, and parts of Asia and Africa.F.True/False - Indicate whether the statement is true or false.____6The Reconquista was a Spanish mission to retake the Iberian land under Muslim control.____7.The Spanish desire for exploration grew after the government was assured that all their citizens were Roman Catholic and had one national identity.____8The Spanish nation did not believe they were superior to other nations and had to conquer other nations in order to establish themselves.____9.The legacy left by the Moors in Spain influenced later learning and expansion.____10.In an agreement with the pope, King Ferdinand and Queen Isabella set up the Spanish Inquisition in exchange for the right to select who would be appointed to important positions within the Roman Catholic Church.What Aspects of Worldviews Are Reflected in Creation Stories? societies have creation or origin stories that explain the creation of the world and human beings often provide a way of understanding the religious and spiritual beliefs and customs of a specific societythese stories were originally told through oral traditions of storytelling and often seen in art and sculptureAztec believed the gods had created and destroyed the world four times. Aztec believed they were living in this fifth world, known as the fifth sun, and that it was their duty to keep the sun alive to prevent the destruction of the Earth and its people.studying the traditional stories of Aztec, we can learn about their beliefs and gain understanding of the reasons for their behaviourAztec stories reinforce their beliefs that there must be some form of sacrifice in order for the sun to shine and the world to exist and remain in balancethis belief was an important part of their worldview and led them to perform human sacrificesbelieved the blood of humans was the most precious offering they could give to their godsAztec considered warriors who were sacrificed to the gods to be great heroesCaptured enemies would all be sacrificedGods and humans worked together to maintain the balance of the universe of the fifth sunG. Multiple Choice - Identify the choice that best completes the statement or answers the question.7.In the early 1100s Spain was predominatelyA.ChristianB.MuslimC.multi-religiousD.Jewish8.The underlying purpose of the Reconquista was toA.invade all monarchies in SpainB.develop strong armies by recruiting all young menC.deliver Christianity to allD.ensure Spanish was the only language spoken9..The main purpose of the Spanish Inquisition was toA.ensure all citizens were ChristianB.eliminate all non-ChristiansC.ensure loyalty to the King and QueenD.ensure loyalty to the aristocrats10.The Moors left a lasting impact on Spain through their contributions toA.trade and market economyB.architecture, design, and scienceC.defense and military strategyD.religious freedom and individuality11.When the Aztec’s came into contact with all the other Meso-American nations theyA.retreatedB.learned and adopted many new skills and valuesC.fought to maintain their freedom and individualityD.became pluralistic in nature through this contact12.The Aztec emperors became very powerful because theyA.established alliances with other powerful rulersB.married rich womenC.conquered most of MexicoD.had explorers venturing and bringing back goods for trade13.Life in Aztec society developed around the concept ofA.religionB.traditionC.warD.sacrifice14.The factor that helped King Ferdinand and Queen Isabella the most in developing the power of the Spanish monarchy wasA.reducing the power of the churchB.reducing the power of the CortesC.ensuring the only religion would be Roman CatholicD.reducing the power of the merchants15.During the period of Exploration, view of the following best describes the Spanish beliefs about the people and places they encountered:A.All resources can & should be used for the financial benefit of SpainB.All indigenous people should be taught about Catholicism.C.All indigenous people are inferior to the Spanish.D.All of the above16.The marriage of Ferdinand and Isabella was mostly an arrangementA.to increase the power of the Spanish MonarchyB.based on true love.C.to elevate Ferdinand’s social status.D.that would make them both filthy rich.17.When a city-state was defeated by the Aztecs, its’ citizens were required to do all of the following EXCEPT:A.promise allegiance to the EmperorB.pay tribute to him in either goods or services.C.worship the god Huitzilopochtli.D.change their entire way of doing things.C H A P T E R 8How Did the Aztec and the Spanish Ways of Life Reflect Their Worldviews?Aztec society was highly structuredbased on agriculture and tradeguided by a religion that was part of every aspect of lifecities were dominated by giant stone pyramids topped by temples where human sacrifices provided the gods with the human blood that the priests and people believed kept their world in balancehierarchical system divided into three social classes: upper, middle, and lower:The pipiltin, the upper class, were the ruling class made up of nobles, high-ranking warriors, and high-ranking moners were divided into two classes: the middle class, and the peasants - provided all the labour to keep the economy of the empire flourishing and made up most of the militaryindividual born into a social class generally remained a member of that classNobilityThe pipiltin, the upper class, were the ruling classtop positions in government, the army, and the priesthoodtop noble was the emperor, political ruler, highest-ranking priestamount of land each noble family owned was based on their social position in society and the administrative positions they held in the communityfollow a strict code of behaviourrole models for the commonerswhen they broke the law, they were punished even more severely than a commonerheld the jobs of administrators, judges, and clerksnoble warriors could gain entry into the two military orders: Eagle Knights and Jaguar KnightsCommoners the middle class, were able to improve their status by gaining recognition in the military or by becoming priests, merchants, artisans, or long-distance traders small number of middle class managed to become wealthy through tradingwarriors were next in social status to the nobility, which reflected their importance in the Aztec worldviewallowed to become priests and fill the more lowly religious positionspoorest peasants, worked the land of the noblesrequired to build and maintain temples of the cities and the palaces of the noblesthey guaranteed a piece of land that they could cultivate for life and even pass on to their childrenreceived a share of the produce after taxes were paidlowest in status were the slavesno one was born into slavery - could sell himself/herself into slavery if unable to pay a debt or punishment for a crime and could buy back their freedomslaves were able to own property and marry, their children were free. Priestsall boys could study to become prieststop-ranking positions in the priesthood were reserved for the upper classoversee important religious functions, advise emperor and to offer human sacrifices to the godsmen in the priesthood did not marry. young women could enter the priesthood but were given specific roles to do with honouring goddesses.Roles of Men and Womenmen and women had different roleswomen were expected to care for the household and family, and could be an artisans, run a business, and control their own property women had legal protections, along with a high degree of freedom. men did all other physical work and were forced to join the army when soldiers men held positions of powerchildren work beside their parents age fivegirls married around the mid-teens; boys married in their late teens or early twentiesEducationeducation was free for all girls and boystaught religious rituals and structured classes of singing, dancing, and musicrhetoric and the ability to memorize long poems, stories, songs, and histories was importantseparate school systems for children of nobles and those of the middle class and lower classesschooling began in the early teens, and students attended classes until they married.schools for commoners boys and girls were taught separatelychildren would learn a craft boys were taught occupational skills, history, religious practices, and the characteristics of good citizenship, warriorschool for nobility lived at their schoolstraining to be warriorstrained for the high offices they would hold as adultstaught rhetoric, music, history, and traditions, how to govern and advance within the imperial bureaucracy, and how to live wiselyemphasized self control, humility, and unselfishness, highly valued qualitiesgirls taught how to manage the households of their future spouses, spin and weave, morality, religion, history, and tradition.A.Multiple Choice - Identify the choice that best completes the statement or answers the question.1. A society’s way of life includes three elements of worldview: social systems, economic and political systems and __________.ernmentB.cultureC.familyD.employment2. __________ was the basis of the Aztec culture.A.religionB.pipiltinC.agricultureD.tradition3. Aztec society was guided by __________ and was part of every aspect of life.A.religionB.agricultureC.tradeD.tradition4. Men and women from all classes could study to become __________ but the roles changed according to gender and class.A.artistsB.teachersC.physiciansD.priests5. Education was free for __________ in the Aztec society.A.boysB.girlsC.boys and girlsD.none of the above6. Unlike the Aztecs, the Spanish were aware of other __________ and were able to use the knowledge gained by this to expand their worldviews.A.societiesB.ernmentsD.technologiesHow Did the Spanish Social Systems Reflectthe Spanish Worldview?Spanish society, the feudal system remained in place 1486 and was then replaced with a seigneurial system of landholding lands given to the nobles by the monarchy were operated as self-sufficient estatesPeasants were given sections of land by the lord of an estate to cultivate in return for money, goods, or servicesright to cultivate the land could be handed down from peasant father to peasant sonlord of the estate did not have the right to withdraw the property or to increase the taxesNobilitynobles were powerful, ruled their estates huge tracts of land were still in the hands of a small percentage of the population and given to eldest sonother sons either became clergy or conquistadorjudged people by social position rather than by achievement through hard work, manual labour was frowned upon. highest class of nobility — the dukes, marquis, and countslesser nobles were referred to as donminor nobles were referred to as the hidalgo were expected to follow a code of behaviour based on courage in battle CommonersCommoners made up 90% of Spain’s populationfeudal peasant farmers or herders had the lowest statuslived and worked on huge estates that belonged to the noblestiny percentage of peasants eventually owned land due to Ferdinand and Isabella, a middle class began to growprofessionals trained in religion, law, medicine, independent merchants, shopkeepers, artisans, and traders these groups shared the same lifestyles as the nobilityPriestsRoman Catholic priests were the religious leaders in local parishes, Franciscans, Jesuits, or the Dominicansbetter educated and came from wealthier familiesreligious orders operated many basic schools for commonersparish priests often look for other work to support themselvesupper clergy had great status and rank, similar to that of the nobilityRoles of Men and Womenwomen were expected to marry well and take care of the householddivorce was forbidden by the Churchsome women became fine writers and artisanspeasant women would cultivate the landno women could hold government positions or be involved in businessEducationSpain under Moorish control far more tolerant of different religionsJews and Muslims in Spain providing an active merchant class and educated eliteSpanish scholars began to focus on religious studies rather than humanist pursuitsRoman Catholic Church offered schooling at the elementary level for most children and taught work-related skills (farming and carpentry) or (household skills – cooking/sewing)guilds provided training in specific crafts and tradesnoble boys were mostly tutored at home and went to universitynoble girls attended schools of the royal court or private lessons in their homes (taught art, music, and poetry)B. Describe the educational programs for the Spanish and Aztec children. How were they similar? How were they different?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________C. Completion - Complete each statement.1.The Spanish used ____________________ to buy and sell their products and the Aztecs used a barter system.2.The Aztecs believed that ____________________ was the center of the universe.3.The Aztecs valued _________________________ but the Spanish nobility looked down on it.4.The position of king or queen was ____________________ in Spain but was not for the Aztec emperor.5.____________________ were floating gardens built up from swampy areas around the lakes to help increase food production for the Aztecs.6.The roles of _________________________ were similar in both the Spanish and Aztec societies.7.The Spanish nobility judged an individual’s worth by _________________________ rather than by achievement through hard work.D.MatchingMatch the following words or terms to their correct description below.A.pipiltinE.godB.donF.sorcerersC.altepetlG.feathersD.monarchyH.cathedrals____1.The Aztecs valued __________ more than gold.____2.The society living in a/an __________ practiced its own customs and beliefs, and prayed to its own patron god.____3.The __________ were lesser nobles in Spain.____4.__________ were the nobility or ruling class in Aztec society.____5.Along with temples, __________ were the largest and grandest buildings for both the Spanish and Aztecs.____6.Those who did not accept the teachings of the Roman Catholic Church were thought to be disloyal to the Spanish __________.____7.__________ were thought to be able to cause and cure certain illnesses in the Aztec culture.____8.The Spanish people believed in one __________ and the Aztecs believed in three.How Did the Political and Economic SystemsReflect the Aztec Worldview?Aztec Political SystemThe Aztec emperor, the huey tlatoani, was elected by a Council of Wise Men made up warriors and priestshead of the government and the highest priest in the landdecision of sentencing a criminal was hisposition of huey tlatoani was not hereditary, had to prove to the Council that he had the skills to be a good leaderAltepetleach person of the Aztec belonged to an altepetl, made up of a grouping of related calpulli (clans)similar to an Italian city-state or a domain in Japan practised its own customs and beliefs and prayed to its own patron godhad its own origin stories and recorded historyRole of Priests in the Governmentpriests that held high positions were nobilitydecided which days were lucky to go to war or to hold sacrificial ceremonieslowly priests were responsible for providing music and directing religious ceremoniesAztec EconomyTributebased primarily on agriculturepayment of tribute to the Aztec emperor - support the cities and paid to by conquered societiesterritory located on the borders of the empire was required to protect outlying areas of the empire; this military service would be considered part of its tributetribute could be in the form of food, cacao beans, natural resources such as lumber, special crops such as cotton, or beautiful luxury items such as featherwork and precious metals. Huge amounts of food, clothingmovement of different kinds of products throughout the empire encouraged the development of new businesses and improved the economyno coins were used, but cacao beans were often used to purchase productsmarketplace where goods and services could be traded or bartered was another important part of the economyFarmingbackbone of economy was farmingproducts were used for tribute and to pay taxestechnological innovations such as irrigation and dike systems increased agricultural productivityfarmers began to plant on terraced hillsides and chinampas (raised land and fertilized by human waste collect at public latrine boats), food production increased. Other Goods and Servicesmarshland farmers worked full time on the chinampasinland farmers often had the time to develop a part-time specialization (ie. mined products such as salt)producing these local goods eventually developed into cottage industries that supplied products for neighbours and other citizensother services such as barbers and herbalists and individuals who sold prepared food and drinkMarketplacegoods that were not used for tribute or taxes went to the marketsno draft animals such as horses or oxen, nor use of the wheel, all goods were transported by porters or by canoe along the waterways How Did the Political and Economic Systems of the Spanish Reflect Their Worldview?Spanish Political Systemking and queen were the highest political powergod had appointed the monarch, no king or queen could be removed from power King and Queen had near absolute powerSpanish ParliamentSpanish parliament was called the Cortesany new legislation was supposed to be approved by the Corteking and queen could call and dismiss the Cortes whenever they wishedCortes did have some power because it controlled the treasuryDue to King and Queen reducing the powers of the Cortes meant a weakened parliament Role of the Church in GovernmentRoman Catholic Church closely linked to the monarchypope had the authority to ask members of the clergy to oppose royal actions or decreesKing and Queen reduced the powers of the Roman Catholic Church and gained the right to place individuals of their own choosing in important positions within the ChurchSpanish Economyafter the first cycle of the Black Death, the population of Spain decreased this resulted in a decline in both agricultural and manufacturing outputseaports also suffered from labour shortagessheep-farmers guild formed a powerful organization called the Mesta minimum of agricultural products created a lack of money to support the development of larger industriestherefore, Spain imported more products than it exported.Economic Problemsmanual labour, such as farming and running commercial businesses, was not held in high regard by the nobility or by anyone who wanted to gain social prestigenobility saw farming as something the lower classes but did like to own land, land would then remain uncultivatedlittle investment in agriculture or commercial efforts, the economy of Spain sufferednobility did become involved in overseas trading when Spain established its colonies, but Spanish manufacturing could not produce enough products for both local use and export to the coloniesthe colonies increased their own manufacturing productionover time, huge amounts of gold and silver were exported back to Spain and it became one of the richest and most powerful countries in Europelarge influx of gold and silver eventually caused massive inflation in Spain and other parts of EuropeE.Multiple Choice - Identify the choice that best completes the statement or answers the question.8. In both the Spanish and Aztec societies it was the __________ who provided the labor to keep the economy of their empires flourishing.A.monersC.kingsD.priests9. The Aztec emperor had a strong belief that religion and __________ needed to be connected.A.familyB.traditionsC.marriageD.politics10. One of the biggest differences in worldviews between the Aztecs and the Spanish was their attitudes about __________.A.agricultureB.educationC.religionD.culture11. The __________ were sometimes called spying merchants because they would go in to enemy territory to sell their goods.A.farmersB.pochtecaC.artistsD.equinox12. The Aztecs would often use __________ instead of money to pay for products.A.lumberB.precious metalsC.cacao beansD.featherwork13. The Spanish parliament, called the __________ could approve new legislation that it deemed to be in the best interest of the country.A.Roman Catholic ChurchB.CortesC.MoorsD.troubadour14. The Aztec emperor was elected byA.GodB.a councilC.the ChurchD.none of the above15. The Spanish king and queen were thought to be appointed byA.GodB.a councilC.the ChurchD.none of the aboveHow Did the Culture of the Aztec Reflect Their Worldview?everyday activities of the Aztec provide insights into their worldviewtheir religious beliefs, their architecture, and the arts they supported all show what was important to themAztec worldview and culture evolved without knowledge of any societiesbelieved Tenochtitlan was the centre of the universeReligious Beliefs and Practices humans played only a small role in the worldduty was to fight and die for the godsto keep the world order in balancebelieved futures were already determined by the gods, and that their life after death depended on the gods’ decisions and living a balanced lifeit was their duty to make sure the sun never died and the Earth survivedbelieved in many gods and goddesses (male and female/life and death/creation and destruction)each god or goddess was dual in nature, neither purely good nor purely evilgods had a physical image, often with both human and animal featuresduring religious festivals and ceremonies, individuals were chosen to impersonate the godsThree gods dominated the Aztec religion: Huitzilopochtli, Tezcatlipoca, and Quetzalcoatleach neighbourhood had their personal patron deitieseach house had a shrine where family members would ask the gods for help and make offerings of thanks Ritual and Sacrificepractice of human sacrifice that most collided with the Western worldview of the Spanishbelieved the world was created through sacrifice; their role was to maintain the universe in balance through their rituals and sacrificeIt was the Aztec view that human behaviour could affect the stability of the universe and that it was through their rituals and sacrifices that the universe could continue to exist.Offerings often consisted of different foods, paper, liquid rubber, feathers, grasses, jewels, textiles, and the blood of animals, but the most important offering was human bloodwithout human sacrifices, the Earth would dry up and the sun, moon, planets, and stars would not be able to travel across the skyhuman sacrifices were performed on altars at the top of their templesthe best nourishment for the gods was the still-living hearts of the sacrificed warriorssome records show that at times, thousands of warriors were sacrificed in a single day.Medicine Bundlesamong the sacred objects of the Aztec were bundles containing items used in their rituals and ceremoniesbundles contained objects such as blessed corn, feathers, rubber, and precious stoneseach object referred to an important sacred episode or eventbundles were carefully guarded, treated with the utmost respect and ritual, and were carried safely with the people whenever they had to migrateMedicineideas about illness and medicine were a blend of religion, magic, and medicine: ? religion — Certain gods were thought to either send illnesses or heal them. ? magic — Certain illnesses were thought to be the result of black magic by some sorcerer? medicine — great deal of knowledge of the healing properties of plants and mineralsBooks and Codicescreated hundreds of manuscripts, called codices, they had no alphabetused a form of picture-writing that included pictographs, ideographs, number symbols, and calendar symbols to record information+scribes and priests recorded poetry, history, moral lessons, rituals, tribute lists, governmental records, and business recordselite were taught to read these books or codices (often written on deerskin, cloth, or ornate paper made from the fibres of the inner bark of fig trees)Sculpturesculpture was religious in natureshared a worldview with other Meso- American cultures that divided the universe into three general levels:humans lived on the middle level, Earthlevels above and below the ground - statues were often placed below ground level in recognition of the underworldArchitecturelargest and grandest buildings in any city were the templesdeveloped distinct architectural design - the stepped pyramid form front of the temple looked west sun, during equinox, rose between the two shrinesthe sacrificial stone, on which humans were sacrificed, was at the entrance to Huitzilopochtli’s shrine.Featherwork and Luxury ItemsAztec prized feathers more than gold - feathers were rare, delicate, and brilliantly colouredmost prized works were of ceremonial costumes, headdresses, and warrior shieldsluxury items such as jewels and ornaments had no religious importance but were created simply to satisfy the desires of the wealthyThe Importance of Time to the Aztecevery aspect of Aztec life was coordinated by two calendarshad a 365-day solar yearly calendarthey had a main calendar and a second calendar was a ritual calendar based on a 260-day cycleeach month was named for a god and incorporated a religious festival dedicated to that godthis was a solar calendar, the festivals closely followed the seasonseach day was associated with a specific fate that was good, bad, or indifferent - the day on which they were born would affect their destinyF.True/False - Indicate whether the statement is true or false.____1.Everyone in Aztec society was born into a clan but they did not generally stay in that clan as they got older.____2.When a pipiltin broke the law they were not punished because they were the upper class of the Aztec society.____3.The tlacotin were not born into slavery; they were enslaved either as punishment for a crime or to pay off a debt.____4.Religion was a controlling force in Aztec life.____5.The Spanish believed that the gods had sacrificed themselves for mankind and that the sun was nourished with the blood of human hearts. This belief led them to sacrifice many prisoners at their temples.How Did the Culture of the Spanish Reflect Their Worldview?culture of much of Spain was influenced by Moorish ruleSpain was one of the most cultured and literate societies in western EuropeChristian, Jewish, and Muslim scholars had all contributedafter the Reconquista ended in 1492, when Jews and Muslims were driven from Spain, the culture of Spain changed.Religious Beliefs and Practiceall Spaniards were Roman Catholics, sharing a religious worldview of one God, who was always present in their lives, and of an afterlife in either heaven or hellbelieved that their place in the afterlife depended on whether they had followed religious teachings of the Roman Catholic ChurchCathedrals, the grandest buildings in any city, were built as places of worship to honour GodAfter the Reconquista, Roman Catholicism became the only religious faith you could practiceSpanish RC often focused on the suffering of Jesus Christ - admired both courage and the willingness of individuals to withstand suffering and sacrifice in support of their principlesG.Religion played an extremely important role in both the Aztec and Spanish societies. Describe the role religion played for either the Aztecs or the Spanish. How did it influence their lives and their worldviews?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________LiteratureLatin was the language used by scholars/clergyeach kingdom had its own vernacularCastilian (also known as Spanish) became the language of choice - having one language helped unify the country, developing a common sense of citizenship and nationalism.Architecture and Sculpturearchitecture was greatly influenced by the Islamic Moorsbeautiful mosaic decorations and inside courtyards modelled after Muslim buildingsPaintingartists absorbed influences from different cultures, traditions, and religions, but still developed their own artistic stylesthe most impressive Spanish art was beautiful murals and frescoes, most often found on the walls of churchesThe Spanish Measurement of Timeuntil the year 1582, Europeans followed the Julian calendar that was introduced by Julius Caesar in 46 BCE - year equalled 365 1/4 days including adding an extra day to February every four yearcalendar was first adopted, the solstices and equinoxes occurred on the 25th day of the monthGregorian CalendarIn 1582, Pope change the dates of the calendar and called the Gregorian calendarregulated the ceremonial cycle of the Roman Catholic and Protestant Churches and, in Europe, became the standard calendar for everyday use and is still used todayH.True/False - Indicate whether the statement is true or false.____7.Unlike the Aztecs who had a feudal system, the Spanish had a centralized government.____8.Spanish children were highly educated but the Aztec children were not.____9.Most of the people in Spain were Roman Catholics because Jewish people and Muslims were driven from Spain in 1492.____10.The Spanish, like the Aztecs, used their prisoners as a sacrifice to God.____11.Solstice occurs twice a year and is when the sun is at its closest distance to the equator.____12.Once the Reconquista was over, poetry in Spain became more lyrical and focused on courtly love and chivalry.____13.Troubadours were Spanish bullfighters who traveled from village to village and fought in front of commoners and nobility as a way of celebrating their victory in the Reconquista.____14.The Aztec calendar had 18 months, each having 20 days with 5 extra days at the end of the year.____15.The Spanish would not accept the influence of other cultures in their worldviews.C H A P T E R 9How Did Conflicting Worldviews Lead to the Spanish Conquest of the Aztec Civilization?by 1500s, Spain was had established posts in the Caribbean islands exploring the coast of the Yucatan Peninsula (Mexico). Aztec Empire had reached great heights of wealth and luxuryAztec knew nothing of other civilizations across the seas, but they had receive reports of strange men in large boats How Did the Ambitions of the Aztec and the Spanish Lead to Conflict?The Spanish EmpireQueen Isabella and King Ferdinand, were expanding Spain’s influence and prestige by establishing a large empirebuilding national unityincreasing its colonies and gaining wealth from any new lands converting non-Christians to Roman CatholicismSpain’s explorer (Cortes) found a rich, complex civilization never before seen, Spain believed that it was theirs to take - it was their right (imperialism)The Aztec EmpireSame time, Aztec had conquered most of Meso-America and created a unified civilizationestablished military outposts along their borders built powerful civilization and continued to expand the empire for the glory of their god Huitzilopochtli receive payments of generous tribute and taxesprofit from trade and marketingtake captives to be sacrificed to their godsAztec saw Europeans for the first time when Cortés and his conquistadors landed on the coast of the empire in 1519 Aztec lack of awareness of a different worldview (European worldview) led to tragic consequencesA.What lead to the conflict between the Aztec and the Spanish. List at least 2 points for each.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What Was the Aztec Understanding of the Spanish Before Their Arrival?Moctezuma became king in 1502, roughly the same time Europeans were arrivingSpanish had established ports in the Caribbean and heard rumours from the inhabitants of the islands about a wealthy civilization that lived on the mainlandAztec heard rumours from the islanders about the Spanish and their ships (they had light skin, long beards, and hair that came only to their ears - descriptions reminded the Aztec of stories of the god Quetzalcoatl)Aztec worldview included a belief in the powers of the gods and supernatural signsthese omens received by the priests and a belief that the god Quetzalcoatl was returning confused Moctezuma and his advisors in how to deal with the SpanishOmens and GodsAztec worldview affected the way they interpreted natural events, dreams, and unusual happeningsfeared the world would come to an end if its balance was lost and looked for omens or signsbeliefs about omens and the gods influenced the decisions and behavioursAztec legends told how a god told the people when to expect him – same year as Cortés and the Spanish arrivedAztec noted a series of strange and inexplicable omens the previous 10 years forecasting a great calamityarrival of Cortés, coincided with the heightened fears of Moctezuma and his people about the future of their worldHow Did the Spanish Conquer the Aztec?The Aztec Meet the SpanishMoctezuma heard Spanish had landedsent emissaries with gifts of jewels and fine featherworks for the Spanish leader hoped giving gifts to Cortés would make him leaveAztec believed - an individual who offered the richest gifts was more powerful than the one who received them which meant person receiving the gifts should either submit to that power or departAztec religious ceremonies in which individuals would dress in the clothing of that specific god and believed the person became the god on Earth when the clothing was wornCortes was given a feathered robe of the god Quetzacoatl, once Cortes put it on the Aztec thought he was the god but Cortes just thought it was a giftMoctezuma wanted more proof he was a god, Cortes was given food containing human blood, Cortes didn’t eat if for fear of poisoning and therefore confused MoctezumaThe Spanish Learn About the AztecCortés knew he could not defeat the Aztec with only 500 men - he needed a strategylearned that many city-states disliked being dominated by the Aztec therefore used Aztec political rival to his advantageeight months, Cortés gathered allies by means of trickery and forceUsing the Tlaxcalans and CholulasTlaxcalans were enemies of the Aztec and also did not want to be under Spanish ruleattacked the Spanish, but Cortés held them off with guns and steel armourTlaxcalans decided it was in their best interests to make an alliance with the SpanishB.What did the Aztec know about the Spanish before they arrived and how were the Spanish able to conquer the Aztec with so little men. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The First Meeting Between Cortés and Moctezuma:Two Worldviews1519, two leaders with conflicting worldviews metCortés was determined to conquer the empire for his king, his God, and for riches, no matter how many lives were lostCortés sent messages to Aztec saying that he was coming in peace and wished to meet the emperor to extend his greetingsCortés met Moctezuma on November 8, 1519Moctezuma greeted Cortés and addressed him if he were a god, Quetzalcoatl.Records of the First MeetingThousands of Aztec warriors protected Moctezuma and could have killed Cortésbut Cortés and his men were treated royally and given luxurious accommodationsMoctezuma toured them around Tenochtitlan and were amazed at the marketplace and palacesCortés waited for an opportunity - within one week Cortés took Moctezuma hostageCortés replaced the Aztec idols in the palace where he was staying with statues of Roman Catholic saintsAztec people were disgusted with the Spanish setting up their statues and felt Moctezuma was weak and had let down his people for letting them do it. They deserted him, leaving him hostage with the Spanish. Population in 1500population of the Aztec Empire in 1500 is estimated to have been approximately 5 000 000. 10% and 20% of the population lived in Tenochtitlanlargest city the Spanish had ever seen (London had a population of about 100 000, Florence about 60 000, and Paris about 300 000)C.True/False - Indicate whether the statement is true or false.____1.The Spanish monarchy wanted to expand their empire in order to increase their wealth and to compete with England.____2.The Tlaxcalans surrendered to the Spanish and helped to defeat the Aztec.____3.The only records of the first meeting between Moctezuma and Cortes were written by Father Bernardino de Sahagun and Father Diego Duran.____4.One of the greatest advantages of the Spanish was the size of their population, which was much larger than that of the Aztec.____5.The Spanish said that the beauty of Tenochtitlan could be compared to that of Venice, despite their demolition of the city.____6.The Spanish forces were kept hostage because they had killed worshipers at one of the temples of Technohtitlan.____7.With the emergence of smallpox the population of Tenochtitlan was completely wiped out.____8.The Aztec eventually surrendered because Cortes had succeeded in cutting off their access to food and clean drinking water.How Did the Battles for the Empire Unfold?Massacre of Unarmed Aztecnext six months, Cortés and his men remained in Tenochtitlantensions between the Spanish and the Aztec increasedCortés received a message from Spanish Governor - upset with Cortes and was to arrest himCortés left Tenochtitlan and left Pedro de Alvarado in chargeAztec main annual festival was held and Alvarado and his men massacred the unarmed worshippersAztec were outraged – they fought the Spanish so ferociously that the Spanish had to retreatchance of a peaceful agreement between the Spanish and the Aztec was goneNoche Triste (Sorrowful Night)Cortés and his allies, the Tlaxcalans, defeated the Spanish who had been sent to arrest himCortés returned to Tenochtitlan, ordered Moctezuma to speak to his people to persuade them to let the Spanish return in peaceMoctezuma was seriously hurt by stones hurled at him - died few days latenew Huey Tlatoani elected and continued the attackJune 1520, the Spanish tried to escape in the middle of the night, but the Aztec discovered them and attackedSpanish were carrying stolen gold, unwilling to give up the gold, many were quickly killed or drowned700 Spanish and 2000 to 3000 Tlaxcalans — were killedAn Unforeseen EnemyAztec began dying from smallpoxhalf the city population of Tenochtitlan may have died from smallpox new Aztec leader died from small pox 80 days after the battleThe Final BattleCortés returned to Tenochtitlan with his allies, (Tlaxcalans and Texcoco - members of the Triple Alliance)Aztec had no allies, half the population already dead, defending against the Spanish became difficultAztec in Tenochtitlan withstood the siege for 75 daysAztec Empire was crumbling, waterways block preventing food and water from reaching the citylast group of Aztec surrendered on August 13, 1521Aztec Huey Tlatoani, Cuauhtemoc, was taken prisoner and hangedgreat Aztec Empire was no moreCortés finally took over the city - Spanish destroyed the city1522 - less than three years after he arrived, Cortés became governor and captain-general of New SpainD.Multiple Choice - Identify the choice that best completes the statement or answers the question.1.Hernan Cortes left Spain and traveled to the Caribbean colonies because he wanted toA.explore a new worldB.gain wealthC.experience new culturesD.escape imprisonment2.Cortes was able to defeat the Aztec because heA.greatly outnumbered the enemyB.surrounded the enemy and ambushed themC.got the Aztec to fight each otherD.used stealth and cunning as well as military strategies3.The Spanish believed they wereA.inferior to other nations and needed to acquire more powerB.superior and needed to save the Aztec from themselvesC.superior and had a right to imperialismD.superior and needed to spread their religion around the world4.The Aztec had conquered their known world and continued toA.expand, receive payments from tribute and taxes, trade, and sacrifice captives to their godsB.kill all who opposed them, plunder the nations, and destroy lands that they ruled overC.take all captives to their lands and incorporate them into their society, trade, and sacrifice to the godsD.value human life, trade, explore, and curse the gods for their omens of coming doom5.The Aztec believe that Cortes was a god because heA.resembled descriptions of a light skinned, long bearded, and short haired godB.had technology that they couldn’t understandC.had taken over other Caribbean peoplesD.was kind and generous to the Aztec peoples6.What was the savior god of Tenochtitlan said to represent?A.A god of wheat and child birthB.A bull god of knowledgeC.A large eagle that led them into their landD.A serpent warrior god7.Moctezuma sent gifts to the Spanish explorers because he hoped toA.convince them to stayB.see if Cortes really was a godC.appeal to their greedD.be given gifts in return8.Cortes did not eat food containing human blood because heA.was in fact a god and knew there was human blood in itB.wanted his men to eat firstC.feared being poisonedD.was forbidden by the Roman Catholic Church9.How did the Spanish use superior technology and knowledge to their advantage?A.They used military tactics to surprise the Aztecs.B.They killed as many people as quickly as possible with their guns.C.They made sure to negotiate and demonstrate how superior they were before fighting.D.They would kill the nobility and show off their firepower.10.Moctezuma welcomed Cortes into the city despite being unsure whether he was a god becauseA.Cortes had given gifts to MoctezumaB.he had taken over many other statesC.Moctezuma hoped to gain knowledge of European technologyD.he wanted to lure Cortes into a trap11.How did the Spanish and Aztec treat each other at first contact?A.The Aztec deceived the Spanish and trapped them in the palace.B.The Spanish shared their knowledge with the Aztec in order to make their lives easier.C.The Spanish were given a palace to live in were and toured around Tenochtitlan.D.Both treated each other with great respect.Why Did Moctezuma and Cortés Make theDecisions They Did?Moctezuma and the AztecMoctezuma’s decision making were made within a worldview that saw everything as being affected by the gods and every action of humans affecting the gods and the balance of the worldbelieved the stories about the god Quetzalcoatl (coming of Cortés and the conquistadors)belief that the omens/bad luck would come to pass Moctezuma’s belief was that if Cortés was indeed the god Quetzalcoatl, he dared not do anything that would show disrespect to him therefore welcomed Cortés Aztec had no idea of the motives of the Spanish Aztec view of warfare was very different, their objective was to: negotiate a takeover of the desired territory, negotiations failed, conduct a warwar had specific rulesaim was not to kill, but only to capture themcaptives were then turned into slaves or sacrificial victimsdid not destroy the propertyMoctezuma did not understand the ruthless, conquering behaviour of the SpanishAztec did not understand the Spanish desire for gold stone-bladed weapons of the Aztec were no match to the horses, guns, and steel swords of the Spanishsmallpox epidemic was the final blow to the morale of the Aztec - disease was will of the gods, Aztec believed that their world was coming to an end.Cortés and the SpanishReconquista, the Spanish conquistadors develop confrontation and religious intolerance as normal daily lifebelieved that their culture and religion were superior to any otherCortés had strong religious beliefs – only one god and religion Roman Catholic Church - motivatedCortés was appalled at the Aztec practice of human sacrificemotivated by a desire for the gold, silvermotto of the conquistadors was “For God, Glory, and Gold.” Spanish warfare was very different - planned surprise attacks and were interested in killing the enemy in order to defeat themused existing political rivalries of the Aztec to his advantageused a divide-and-conquer strategy that offset his being so outnumbered by the AztecThe Most Useful Weapons — Information and CommunicationCortés needed interpreters to help win over his allies and to communicate Cortés had two invaluable interpreters: La Malinche, a local woman who was named Dona Marina, the property of a ruler in one of the coastal areas who gave her to Cortés as a giftSpanish sailor, Geronimo de Aguilar, had been shipwrecked on the Mexican coast and was rescued by Cortés after living with the Maya for many yearsSpanish knew that interpreters were essential to their military conquest, used as guides, communicators, and military information and cultural informationwithout the help of Dona Marina, the Spanish Conquest of the Aztec would likely not have been achievedShe provided Cortés with detailed information about the Aztec Empire, its worldview, and the possible ways Moctezuma would react to eventsSpanish Treatment of the Aztec After the ConquestIn 1521, Cortés claimed the land of the Aztec for the Spanish crown and named it New Spainconquistadors were given huge tracts of land, including control of all its inhabitantsconquistadors were the new nobility of New Spain - they would not do manual labour themselvesAztec forced to work as slave labourers for the landholders Queen Isabella died in 1504 – left a will that stated that Aztec people should be treated justly, not abused1512, King Ferdinand enacted laws that called for fair treatment of the Aztecs - laid down specific rules to prevent abuse of the workers: Aztec people could not be used to carry goods like pack animalsChildren under 14 and pregnant women were not to do heavy work in the minesprohibited from being beat or whippedNote: laws were frequently ignored and not enforcedSpanish wiped out Aztec culture, religion, arts, and sciences were destroyed - codices, sculpture, and other records were burned or smasheddestroyed Aztec Temples and used the stones to build a Roman Catholic cathedralforced Aztec slave labour to build a new Spanish city on the site of Tenochtitlan: Mexico City - filled in and built over all of the lakes Spanish continued the tribute system that the Aztec had usedconquistadors gained immense wealth - gold and silver mines of the colony made Spain, the wealthiest in Europe.Conversionconvert the population to Christianity as quickly as possiblechurches builtimages of the Virgin Mary, Christ, and Roman Catholic saints were placed in the new churchesAztec people adopted the Christian God, common practice in their own worldview to have more than one godRC priests established schools and hospitals to serve the communitiesAztec people farmed the surrounding areas to produce food for the landholders and for export to Spaindiseases continued to kill, often wiping out entire villagesIn 1821, after 300 years, Mexico finally regained its independence from SpainFather Bartolome de Las Casas(1474–1566), a Dominican friar, strongest defender of the Aztec peoples of New Spain improve conditions for the Indigenous peoples when he saw the way they were being treated by the Spanish landholdersreturned to Spain to promote his cause and became known as the “Protector of the Indies.” Largely because of his pressure, Spain passed New Laws of the Indies for the Good Treatment and Preservation of the Indians in 1542new laws abolished Indian slaveryAdaptation to a New SocietyAztec nobles began to adapt Spanish wayslearned to speak and write Spanish and were able to document Aztec history and traditional cultureconquistadors settled their land grants, many took Aztec women as their wivespeople of mixed blood were called mestizos (Aztec and Spanish)formed a culture that grew into modern MexicoWhat Records Detail Aztec Life and Conflict with the Spanish?Archaeological FindsSpanish tried to destroy all physical evidence of the Aztec way of life, especially their religionAztec artifacts and buildings were either reworked or built overAztec sights are still being discovered todaySpanish Documentsconquistadors and clergy recorded information about the Aztecreports and letters, kept diaries, and wrote entire encyclopedias about the AztecCortés wrote five letters detailing Tenochtitlan and its peopleAztec DocumentsAztec created hand-painted manuscripts called codices (singular: codex) recording histories, religious information, and genealogies11 and 15 codices survive E. Matching - Match the following words or terms to their correct description below.A.Father Bartolome de Las CasasE.confrontationB.1 ReedF.mestizosC.genocideG.haciendaD.Father Diego DuranH.codices____1.The god of the Aztec’s was forecast to return from the Gulf of Mexico in __________.____2.__________ is the clashing of forces or ideas which cause tension.____3.A __________ was a plantation or estate which the Spanish conquistadors owned.____4.__________ was the man called the Protector of the Indies.____5.__________ is mass extermination of human beings, specifically belonging to one race/nation.____6.__________ are children born with a mix of Spanish and Indigenous blood.____7.__________ is credited with writing the History of the Indies of New Spain.____8.__________ are a hand-painted manuscript which the Aztec were known to create.F.Explain the different worldviews that the Spanish and Aztec held for the following: (include at least 2 to 3 points each)Spanish WorldviewAztec WorldviewMoctezuma sent emissaries with gifts to CortesCortes gathered allies as he traveled to TenochtitlanCortes and Moctezuma met in TenochtitlanSpanish massacred the Aztecs at the festivalSpanish destroyed TenochtitlanAnswer Key Key – Chapter 1 & 21.What are the elements of society affected by worldview:Social systems – organization and relationships among people, such as the types of education, medical and social services a society providesPolitical and economic systems: political system relates to the way government is organized, the role of citizens in gov’t, and rights given to citizens; economic systems relate to methods by which people produce and distribute goods and services they needCulture – way of life of a group of people, including language, rules of behaviour, religion, spirituality, arts, literature, sciences, traditions, and other everyday aspect of life2.What are the factors affecting worldviewGeography – where a group of people live, the climate, land formations, plants and animals, bodies of water, and natural resourcesIdeas and knowledge – what a group knows; scientific, intellectual, technological, artistic, and spiritual knowledgeContact with other groups – contact and interactions between societies and between different groups in a society3.Define the following terms:Renaissance - A historical period that originated in Italy in the 14th century, known for the revival of classical art, architecture, literature and learningCE – common era, referring to a way of numbering years, accepted commonly throughout the world, numbering from the birth of Jesus ChristEra – a historical time periodCentury –every 100 years is a century , started with the 1st century 0 – 99, 1300 – 1399 is the 14th centuryMiddle Ages – a historical period in Europe stretching from the fall of the Roman Empire in the 4th century to the beginning of the Renaissance in the 14th centuryAstrolabe: an instrument used to measure the locations of stars and planets as an aid to navigationCrusade – a campaign in favour of a cause; a medieval Christian military expedition to recover the Holy Land from the MuslimsJudaism – the religion of Jews, based on a belief in one god, old testament only, does not believe in Jesus ChristChristianity – religion of Christians, based on belief in one god, both old and new testamentIslam – religion of Muslims, based on a belief of one god, based on teaching of Muhammad as revealed in the KoranPilgrim – a person who journeys to a sacred place for religious purposesFeudal system – a political economic social system of landholding during the Middle ages in Europe, class structure and roles were very rigiddiplomacy – the skill or tact in handling negotiations, esp. in gov’talliance – formal agreement to cooperatehierarchical – based on classes of status or authority ranked one above the other4.What is the Silk Road and what role did it play in the development of the Renaissance? Include at least 5 points.interconnected series of ancient trade routes through various regions of the Asian continent mainly connecting China, with Asia Minor and the Mediterranean trade on the Silk Road was a significant factor in the development of the great civilizations it helped to lay the foundations for the modern worldtraded exotic goods: silks, glassware, paper, spices (pepper/cinnamon), apples/oranges, etc.trade went both ways from china to Mediterranean and backideas and knowledge, understandings of religion, science, technology, philosophy, music, math passes from society to society also on the route – sharing worldviews.inventions such as irrigation waterwheels also moved along the trade routeDiseases also passed through the route (ie. black death or plague)5.Islamic civilization impacted the renaissance. In what ways did it impact? Include at least 3 points.Islamic faith spread from the Arabian area to other areas east to Spain and west to IndonesiaCentre of Islamic world was at crossroads of Silk roadMuslim became the middlemen for the Silk road and became very wealthyMuslim empire also became the centre of learning during the middle agesScholars collected knowledge, documents, took math ideas from the far east and refined them into the understanding of numbers known todayInvented aids to help with navigation, such as the astrolabeMedical textbooks were written based on studies of disease 6.Define crusadeJews, Christians and Muslims considered these areas holy Sanctioned by the pope, crusades originally had the goal of recapturing Jerusalem and the Holy land from Muslim ruleEurope tried to recapture areas of Middle East under Muslim controlCampaigns against pagans or heretics and people who had been excommunicated for a mixture of religious, economic, and political reasonExposed Europeans to more cultures and ways of lifeThousand of religious pilgrims traveled to these sites to seek god’s favorTravelers on these pilgrims brought back new ideas and attitudes that led to new ways of thinking about their own lives and society7.Match the following words with there definition.H Urbanization – the movement of population away from the countryside and into citiesC Value judgment – an opinion based on a person’s individual values and beliefsA papacy – pope and the gov’t of the Roman Catholic ChurchJ republic – a state in which power is held by the people or their representativesG despot – leader with unlimited power; a tyrant or oppressorK oligarchy – a form of government in which a few people have the powerF sovereignty – a supreme power and authority; the freedom of a country or political unit from outside controlB guild – an organization of craftsmen or merchantsE aristocracy – the nobility or those with inherited titlesD basilica – a Roman Catholic cathedral of particular honourI armory – a place where weapons and ammunition are keptL fresco – a watercolour painting done on a wall or ceiling on wet plaster8.Why was trade so important in the growth of the city-states?European wanted more exotic spices, silks, etc, Merchants hired to open new trade routes to all parts of known world (North Africa, Middle East, India and China)New trade routes began a revival in business and shippingIncrease contact with traders from Islamic societies Merchants and traders grew wealthy in Europe and a new class outside of the feudal system was formingIncrease trading meant increase in city growths (ie. Paris, Florence, Venice, population of at least 100,000 each)Increase population meant demand for foods and products and led to change in way people lived:Establishment of new businessIndustries began to form (textile, furniture, handicrafts, etc.)Workers finding jobs and less dependent on noblesCommunities became prosperous/powerful in trade, industry and banking and formed city-states(a city that governs itself and the countryside surrounding it)Individuals began to feel sense of belonging to a community (citizens) vs serf belonging to a local lord9.List 3 points for each of the city states (Florence, Venice and Genoa) why they were important in shaping the renaissance worldview?FlorenceDuring renaissance time trade increased and became centre of successful bankers, silk and wool merchantsBankers supported pope and pope gave bankers papacy financial businessStarted as a republic, many to power struggles among groups ending in Medici family taking control of cityFlorence based on class system but merchant class people moved up the social ladderMerchant class people organized into guilds (silk manu, wool manu., bankers, etc.)Workers and shopkeepers called popolo minuto (little people), peasants from the country, not allowed to belong to the guildsFlorence became major centre of Renaissance culture under Medici family controlMedici family support arts, architects and scholars developing the cityIdeas of citizenship were promotedVeniceStable form of government Successful sea trade (shipyards, naval base, armory)Merchant class support the artsFirst city-state to use mechanical printing press and you could get booksCreated university to promote science, medicine and lawControlled most of the ports in Adriatic Sea and Eastern MediterraneanGenoaPort city surrounded by high walls to protect inhabitants from invadersMajor city of trade and commercePlayed strong role in crusades for transporting crusading armies to the Holy LandGenoa citizens paid well for this serviceGenoa’s traders quickly developed markets at key ports on the Black sea and trade flourished as did the navy, shipbuilders, tradersVenice and Genoa were rivals and fought to gain control of lucrative trading posts10.Define a Capitalist Society - an economic system that depends on private investment and making a profit11.List 3 reasons why the renaissance was slow to spread before the 15th century and why it began to spread in the 15th century.Before 15th centuryEarly 15th centuryFeudalismlands beyond Italy were agricultural and therefore feudal system well established and being used, not welcome to new ideasmonarchs wanted change but nobles didn’t nobles undermined the monarchDecline of feudalism helped monarchs gain more power and allow people more freedom to explore changes in society and new ideas in arts, sciences and philosophyWar 15th century many wars between England, France, GermanyResources used for military campaigns, survival expansion and not arts/scienceWar also limited travel War between France/Germany and Italy brought the Renaissance movement into the spot light: northern Europe hired many Italy craftsmen and scholars to come to their courts to show what they could do and to increase the sophistication of their peopleReligion Church played strong role in Northern Europe due to move to Avignon France in 1309 to 1377Church maintained status quo and didn’t want people to think for themselvesGrowth of humanism and power of the monarchs led to competition for the authority over the people against the RC churchInvention of the printing press, books could now be produced and distributed for anyone to read instead of the previous copying the book by hand. Allowed anyone to learn to read.12.Vocabulary CrosswordACROSS 3. discipline – a branch or category of learning or study4. humanism – a system of thought that centres on humans and their values, potential and worth; concerned with the needs and welfare of humans9. rhetoric – the art of persuasive speaking and writing10. fiefdom – a piece of land under a person’s control11. contemporary – of the time12. secular – having to do with physical things; the opposite of spiritual13. Flemish – the language and nationality of the powerful medieval principality of Flanders, now divided among Belgium, France, and the Netherlands14. perspective - the artistic technique of showing depth and 3-dimensional objects on a 2-dimensional surface15. quality of life – the sense of safety, comfort, security, health and happiness that a person has in his or her lifeDOWN 1. status quo – the existing way of doing things2. trinity – a Christian belief that God consists of 3 parts: the father, the son and the Holy Spirit5. logic – the science of reasoning and proving arguments6. utopia – a perfect world7. heresy – an opinion against the beliefs of a given religion8. vernacular – a local, common, or native, referring in particular to languages13.Humanisn was a major factor in the Renaissance time period. Describe what humanism is.became more aware of classical writings of the Greeks, Romans and Islamic cultures felt these classical writings were superior to their own thinking and writingsClassical writings also suggested that people as INDIVIDUALS could do great things in their lives and not be limited to strict social roles of the middle agesHumanism thus was born – it focused on human beings, their values, abilities and individual worth and human society that could be improvedHumanism led to new attitudes, people started to surround themselves with beautiful art and architecture, wanted a rich and full life now as well as preparing for the afterlifeHumanism also led people to learn new languages such as Greek, Latin and Hebrew so they could read the original documents (to find the truth for themselves) not just the translators plete the following chart. What contributions did philosphers, artists, writers, and mathematicians/scientists contribute to humanism and the renaissance movement. Include 3 points for each and contributing individuals.Contribution PointsIndividualsPhilosphersScholars/philosophy travel to from different university exchanging ideasNobles now started to believe that civic duty was important and promoted these ideas at their courts and to their subjectsNorthern Europe humanism differed slightly by combining the bible with the study of the classics (roman/greek writings) – they wanted to become better citizens and better ChristiansPetrarch Erasmus Guillaume Budé Michel de Montaigne ArtistsCreated more realistic image of human formShared techniques with other artistsFree to paint subject matter as how they saw it (within limits)Paid for workGained class status and respected Donatello Brunelleschi Masaccio Michelangelo Leonardo da Vinci 2.WritersSense of pride and national identity began to develop in states leading to writers writing in their own languagesTherefore, standardization of language developed in areas of vocab, spelling and grammar Geoffrey Chaucer Sir Thomas More Fran?ois RabelaisWilliam ShakespeareMathematicians/ScientistsScientific questioning discourage in favour of religionMoney spent on arts/architectureEducation on classical liberal arts not science/mathask questions and search for natural cause vs supernatural powersScientists recorded observations which later led to scientific discoveriesCopernicus Fran?ois ViètePeter Henlein15.List 4 changes to the Social and Economic systems during the Renaissance.feudal system broke down, rural peasants moved to urban areas, middle class of trade and manufacturing, increase number of people learn to read, write and do arithmeticcreation of the middle class contributed to the growth of a capitalist society based on trade and MONEY (barter system was used up to this time)religion remained central to people’s lives but middle class/merchants wanted to improve their lives and surrounding by beautifying it through support of the arts and architecture - this made everyone’s lives betterbelief system changed from their lives were no longer destined to remain the same as their parents and ancestors, bug could see that through hard work and taking advantage of opportunities they could improve their lives and social class – individuals could create their own identity16.What was the role of the father during the renaissance?father ruled, finances, property decision making for EVERYONE17.What was the role of the mother during renaissance?mother maintain household and help children and father succeed18.What was the role of the children during the renaissance?children were considered mini adults and treated as such: duties, respect father decision’s until deathchildren had arranged marriages (unless peasant) to improve social status, political or financial, girls married by 16 and boys not until 30’s or 40’s19.How were woman viewed differently during the Renaissance than they are today? Humanist believed in education for both sexes, males tended to be educ morePoor males/females had no opportunity for educationWealthy women were not usually allowed to be educated, but some were, most never received education past marriageWomen were under authority of their father or husband, if widowed could live independently if they had money, if not they had to move in with a male relative or join a conventSome notable writers of the renaissance were: Agrippa of Nettelsheim, Maria de Zayas Y Sotomayer, Christine de PizanSome women supported and promoted Catholicism, felt they should be able to preach and teach the scriptures but were not allowed to be part of the decision making process20.Multiple ChoiceHumanism was rediscovered when scholars discovered old writings from which culture?The Greek cultureThe Silk road was responsible for which of the following:all of the aboveWhat was Nicolaus Copernicus most noted for?Proving the Earth revolved around the sun4.An opinion against the beliefs of a given religion is calledB.heresy5.Copernicus’ view that the sun, not the Earth, was the center of the universe conflicted with whose theory?A.Roman Catholic Church6. The exchange of __________ was a key part of the Renaissance spreading throughout Europe.B.ideasKEY – Chapter 32. What did Martin Luther believe in? This was the bases of religious reformation.following rules/rituals of church was not enough to go to heavenindividuals should seek religious understandingdon’t need to pay to receive forgiveness for their sins.3.Why was Martin Luther considered a heretic?he felt that following the rituals of the institution of the Church was not enough to go to heaven.Individuals should seek personal religious understandingIndividuals should not pay the Church to receive forgiveness for their sinshe wrote a book and published it stating his viewshis book was burned in Rome and he was expelled from the Church as a heretic4.After the Protestant reformation what two “types” of Christians were there?ProtestantRoman Catholic 5.Give three ways that national identity and citizenship began to develop during the Renaissance. move to urban from rural, monarchs supported growth of cities through trades laws and other laws and in turn cities gave them alliegance and wealthdevelopment of local identities through language, religion and beliefsgunpowder was brought in from China and the ways wars were fought changed, monarchs used taxes from the cities and hired mercenaries to overpower nobles, king gained control of large chunks of landprinting press brought information and stories about local heroes/tales to the people creating a sense of history and identityexploration of other lands led to establishment of colonies and brought prestige and wealth to founding countries6.List 3 examples of each in terms of Culture, Social Systems and Political/Economic System in changing European society? Culturecommon language unified citizensmiddle and upper class became literatereligious literature published in common language to statenational language chosen to unify state/countrySocial Systemspeople became citizen of country and gave allegiance to monarchexploration of new lands promoted feelings of hope and possibilitiesmove out of the class structurepublic services began to be provide by central governmentsize and power of states gave the authority of the church competitionPolitical/Economic Systemmonarchs began to centralize their government structures and clearly defined lines of authority, this allowed freedom in dealing with noblesgovernment policies set up to ensure political/economic independencepermanent armies set up paid by taxesresources provided to large state projects: exploration, warcentralized laws/rules set by monarch and governmentstate policies (tax and trade) created to control trade and business7.List the three factors that contributed to expansionism and explain how. Silk road wasn’t good enough anymoreTrading trips were organized and went directly to the source and not the middlemanNew trade route to the east had to be found in order to go directly to the source and to avoid middleman, and to find a safe route8.Describe the relation between Humanism, Consumerism and Expansionism. The relationship between expansionism, consumerism and imperialism is if a country has an imperialistic attitude in which they extend their authority by political, economic or military means into another territory or country to collect and use the new territory or countries’ materials for their own profit and/or usage.9.Describe how the Europeans were ethnocentric can give an example. Europeans were ethnocentrism, meaning they believed that their own race/culture was superior to others. This was shown regularly when they took over other territory and countries and gave NO notice to the individual race that was currently residing. They treated the indigious people of that territory/country as if they were barbarians and were inferior. The Europeans established colonies and built their empires and established control over land, inhabitants and resources10.What four European countries were dominant in exploration? Name one explorer for each. Portugal - Bartholomew Diaz or Vasco da Gama Spain - Columbus or Magellan England - Giovanni Caboto, John Cabot or Martin Frobisher France - Jacques Cartier Multiple Choice questions. I. d. PortugalII.d. All of the aboveIII.a. SpainIV.b. DiseaseKEY – Chapter 41. isolate: to seclude; to follow a policy of having no relationships with other nations2. adaptation: the changing of attitudes and behaviours to suit a new situation 3. modernize: to adopt new ideas and technologies that are considered to be of the present time or times not long past4. Describe Japan’s geography and how did it affect their worldview?Japan was composed of a long, narrow series of islands along the Eastern Pacific coast of Asia. It consisted of 4 main islands. 73% of the country is mountainous and therefore had little flat area for cultivation, so farming is done in the valleys, along the coastline, and on terraces in which they developed in order to farm on the hills and mountainsides. Farming was looked at high in the social class system. Japans’s rugged terrain helped to limit control and access by it’s enemies. 5. Defineemperor: the hereditary ruler of Japandaimyo: a feudal lord of a region in Japanshogun: the leader of the military government in Japanentourage: a group of attendants or other people who accompany someone, usually of important rankmetropolis: a large, important city of a country or region6. Multiple Choice - Identify the choice that best completes the statement or answers the question.I.Geography had an affect on Japan and the lives of the Japanese in all but one of the following ways. Which statement is incorrect?C. Japan’s landscape provided plenty of good farmland.II.A form of poetry which consists of three lines of five, seven and five syllables respectively is calledD. haikuIII.A/An __________ was group of people who followed the daimyo to and from Edo.A. entourage7. True/False - Indicate whether the statement is true or false.A.False - The Edo period in Japan was an exciting time because Japan had chosen to completely isolate itself from most of the world.B.True - Japan is part of the Ring of Fire, which is a narrow zone active volcanoes that nearly encircles the Pacific Ocean.C.True - Although the true ruler of Japan was the emperor, the daimyo had the real power and authority.8.During the Edo period, the shogun closed Japan off from the rest of the world and minimized its contact with the outside in order to retain power. Describe the effects of this isolation on Japan and its citizens. Be certain to give examples, both positive and negative, using lessons from the textbook and class discussions.Positive- no war; the country was at peace- contributed to the unification of Japan- Confucian beliefs and values influenced the Tokugawa shoguns to rule in a caring manner- metropolises developed- popular culture diversified and increased (eg. art, theatre, literature)- internal infrastructure was developed (e.g., roadways)- new agricultural techniquesNegative- hierarchical and rigid social class system- isolation from the rest of the world; no travel or contact - shogun had supreme power and authority9.Describe what the Closed Country Edict of 1635 was and what the National Seclusion Policy was?Closed Country Edict Japanese ships were forbidden to travel to foreign countries and No Japanese permitted to go abroad or face executionIf any Japanese returns from overseas after residing there, he must be put to death.if any southern barbarians (Westerners) teach Christianity or commit crimes, they may be put into prison.No single trading city shall be permitted to purchase all the merchandise brought by foreign ships.European ships banned - any ship disobeying will be destroyed and its crew and passengers executed.The National Seclusion Policy Bakufu passed a series of edicts to control the influence of foreigners and to tighten control over the daimyoNational Seclusion Policy (1633-1639), as it was called, was an effort by the Bakufu to strengthen its authority and maintain a strong centralized governmentset out controls on the interaction between Japanese and foreigners10.True/False D.True Tokugawa Ieyasu did not want European explorers to set up colonies in Japan so he only allowed them to land at one port.E.False The era after the final edicts of national isolation is referred to as sakoku, which means closed country, because Japan was entirely closed to the rest of the world..F.True The daimyo were not allowed to associate with each other because the Bakufu wanted to prevent from putting their money and resources together and attempting to overpower the shogun.11.Multiple Choice - Identify the choice that best completes the statement or answers the question.IV.The Closed Country Edict of 1635 was set out to control the interaction between Japan and foreigners. Which of the following statements is not in the edict?C.Trade will only be permitted between China, Korea and the Netherlands.12.True/False - Indicate whether the statement is true or false.G.TrueAccording to the hierarchical social class system the samurai were next in line to the shogun.H.TrueNon-humans (hinin), like the geisha, were people who survived by begging, acting, telling fortunes, or other activities that were considered inferior.I.TrueThe samurai believed that it was better to be known for your accomplishments than for your rank. They also believed in loyalty to their family, honor and personal integrity, courage, and honorable death.J.TrueThe Japanese people did not believe in surgery because they thought the body was inherited from one’s ancestors and that surgery would damage the body.K.TrueEdo (Tokyo), Osaka and Kyoto continue to be the three largest metropolises in modern-day Japan.L.FalseBanraku theatre was a children’s puppet theatre in Japan during the Edo period.13. Multiple Choice - Identify the choice that best completes the statement or answers the question.VII.The largest city in Japan during the 18th century wasD.EdoVIII.As the cities grew, the merchant class became more wealthy and the samurai turned their energies to things other than war, the __________ of Japan began to change.B.popular cultureIX.This social class lived outside the rules but met some of the needs of the Japanese society.A.Eta or OutcastX.Because it was mass produced __________ was/were not initially considered an art form.B.woodblock imagesXI.The role of the samurai changed during the Edo period from esteemed warrior toA.civil administratorXII.Although they were highly respected for their singing and dancing and their appearance reflected the cultural values of Japan, this group was still considered to be non-human.C.geishasXIII.Although printing was a private industry the Bakufu prevented all but one of the following subjects to be written about. Which did the Bakufu allow to be printed?C.romance novelsKEY - chapter 5A.TRUE/FALSE1.T2.T3.TB.MULTIPLE CHOICE1.A2.B3.C4.AC.Defineczar: Russian monarchcrisis: a situation of urgent need or great dangerD.TRUE/FALSE4.T5.T6.F7.FE.MULTIPLE CHOICE5.A6.C7.CF.Influences or CauseJapan’s Response or EffectRussia19th century, the Russians needed to continue supplying their outposts in central north Asiathey increased their trading along the Pacific Coastczar gave the company the authority to trade with the Ainu and to gain control of the new territoriesRussia became involved in wars in Europe and left Japan aloneDo to the treat of the Russians coming into Japan, the shogun warned the Bakufu to focus less on internal affairs and more on “treat” from the outside world.Europebetween 1799 and 1815, most of Europe were at warsDutch East India Company, for whom the traders worked, decided to hire ships from other countries to carry on its trade in AsiaDutch were the only foreigners allowed to set foot in Japan, the ships were told to fly Dutch flags and hide any Bibles and weaponsJapanese officials decided it time for the government officials to learn about the West Japan started to import and translate books on European history, institutions, and military science, as well as astronomy and other sciencesJapanese government officials who were learning French, Russian, and English Japanese officials concluded that since all the languages and fashions of Europe were similar, there must be one superpower in EuropeDon’t Think Twice Treaty was implementedBakufu decided to expel all foreigners new edict began in 1825 on the advice of a government official named TakahashiTakahashi had studied Western countries and felt that Japan should be even more restrictive because foreign ships and foreigners were gathering around JapanTakahashi learned that other countries did not allow foreign ships to dock without proper papers/protocol and would be turned awayChina1842, China lost much of its control over its seaports when Britain won a war with ChinaChina forced to sign a treaty that gave Britain special privilegesSpecial privileges included the right to land at specific ports, having low fixed tariffs on goods coming into and leav ing China, and not having Chinese law applied to Westerners on Chinese soiltreaty did not treat each side equallyChina was seen as weak Britain also extended these rights to all Western countries who wanted to trade with ChinaBakufu officials were surprised that China had signed the treaty as they were a powerful countryJapan now realized how large and powerful the English forces werenoticed more American, Russian, and British activity along their own coastlineBakufu abandon the “don’t think twice treaty” because they were afraid the policy might cause Britain and other Western countries to invade Japan1844, Netherlands sent a letter to the Bakufu recommending that they open Japan’s doors to the West for tradethe letter warned that if these countries were not welcomed, they might come in by forceBakufu responded by saying that it was impossible for nations to come in by force but by the time the answer reached the Dutch, foreign ships were already reaching Japan’s harboursUnited StatesUS wanted trade relations with JapanUS wanted a coal station in Japan’s ports so that they could get fuel for their steamships on their way to ChinaUS wanted assistance for any US sailors shipwrecked on Japan’s shoresBakufu and samurai had heated debates regarding USsaw the agreements with Perry and Harris as favouring the US - unequal treatiesJapan then was pressured to sign treaties with Russia, Britain, France, and the Netherlands – also unequalJapanese felt that the shogun was no longer in control and had been humiliatedIsolation was no longer possibletherefore Japan needed to compete with the West and protect Japan’s PLETION1.treaties2.Ainu3.Dutch4.coal5.morality, skillsH.What were the 2 conflicting viewpoints that caused internal conflict in the Bakufu?One group thought it was only matter of time before Japan would be forced to trade with Western nations - believed impossible to remain isolated - needed to use Western technologies to become more powerful and to remain independentAnother group believed that Japan could remain isolated, that it should declare war on the Western countries, and that all foreigners in Japan should be killed - believed exposure of the west on the common Japanese (peasants, merchants, etc) would destroy their social systemI.What were some of the civil unrest that happened during this period? List at least 5 points.mid-1800s farmers and peasants were starvingpeople questioned the taxes they were forced to payquestioned if the Bakufu was the cause of the unrest; support for the Bakufu weakened samurai began to support the emperorSamurai were angry because the Harris Treaty had been signed against the wishes of the emperorSome samurai leaders had secretly travelled to England and did not actually fear the presence of the foreignersincreased military supplies, purchased weapons and ships from the Westgroups of women broke with tradition to form military brigades to fight the shogun’s troopsJ.MATCHING1.B2.H3.D4.C5.E6.A7.F8.GK.TRUE/FALSE7.T8.T9.T10.F11.T12.F13.T14.T15.TL.MULTIPLE CHOICE8.C9.B10.C11.B12.D13.A14.C15.BKEY - chapter 6A.implemented aspects of democracy, such as elected representativespublic education necessary way to help Japanese society adjust to an industrialized nationembraced technologies, such as steam-powered machineryleaders carefully considered traditional aspects they would maintain and which could replace with systems from other societiesB. MULTIPLE CHOICE1. C2. B3. D4. CC. COMPLETION1. military, economically2. democracy3. emperor4. feudal clans, feudal system5. tariff6. Textiles or Silk or Porcelain dolls7. colonial8. government-run 9. telegraphs or telephone systems or technology or the creation of harbours 10. conservativeD. MULTIPLE CHOICE5. D6. A7. B8. AE. MULTIPLE CHOICE9. A10. C11. BF. SHORT ANSWER - Answers will vary but should include some of the following-conscription was thought to unify Japan, as all young Japanese men were forced to join the army and be trained.-education became compulsory for all children and a standardized curriculum was developed to ensure that all children learned the same things at the same time.-Shintoism was introduced to the Japanese and the government wanted to make it the national religion so that everyone would have the same belief system.-newspapers and periodicals were written to spread the ideals, “for the sake of the country”-the dismantling of the hierarchy or social class system allowed the peasants to become involved.-feudalism was abolished and all people were to be loyal to the emperor-a centralized government dictated rules for the whole countryKey - Chapter 7A. Definitions:plateau – a large raised area of mostly level landpre-Columbian – referring to the time in the Americas before Columbus arrivedecological zone – a physical area with specific traits of climate, soil, altitude, etc. that determines plants and animalssemi-nomadic – partially settled and partially moving aroundincentive – a motivationMeso-America – a region stretching from central Mexico to Nicaragua, usually used in terms of the region’s ancient civilizations and Aboriginal culturesHow did 200 years of semi-nomatic life affect the Aztec’s worldview?Became fiercly loyal to their patron god – Huitzilopochtli who spoke to the priestsPriest would force followers to keep moving upon instruction from Huitzilopochtli, even if it meant leaving unharvested cropsThey believed they were the chose people and the god would lead them to their land and destinyReligion played a very important roleThey learned to adapt to their surroundings and assimilated other cultures ideas/practices/policies if they were superior ideas/practices/policiesMany Aztec worked as mercenaries and servants for other societies Became skilled hard workers and ferocious warriorsBuilt culture on history of migration, strong religious beliefs and what made them strong/able to flourish (ie. hard work, faith, negotiation skills, etc.)What is the difference between the Reconquista and the Spanish Inquisition? What was the purpose of the Spanish Inquisition?the Reconquista, was the move to retake the Iberian land under Muslim control the Spanish Inquisition was both a civil and a religious court set up to judge if the converted Jews and Muslims were true Roman Catholics. It also judge any citizen who was accused of not following the Roman Catholic faith (punishable by confinement to dungeons, torture, or death).the Spanish Inquisition was ensure all of spain was Roman Catholic. It was considered the only true faith in Spain. It would united everyone if they followed one religion and it was a way to control people.DMultiple Choice 1.B.the valley of Mexico2.D.transportation3.C.enormous mountain regions4.D.that their god Huitzilopochtli would let them know of their true place of destiny5.C.eagle holding a snake in its beak6.Ahard working natureE.True/False.1.F2.T3.F4.T5.FF.True/False.6.T7.T8.F9.T10.TG. Multiple Choice 7.C.multi-religious8.C. deliver Christianity to all9.A.ensure all citizens were Christian10.B.architecture, design, and science11.B.learned and adopted many new skills and values12.C.conquered most of Mexico13.A.religion14.B.reducing the power of the Cortes15.D.All of the above16.A to increase the power of the Spanish Monarchy17.Dchange their entire way of doing things.Key - Chapter 8A.MULTIPLE CHOICE1.B2.C3.A.4.D5.C6.ADescribe the educational programs for the Spanish and Aztec children. How were they similar? How were they different?Aztec education was free for all girls and boys. Taught religious rituals and structured classes of singing, dancing, and music. Rhetoric and the ability to memorize long poems, stories, songs, and histories was important. Separate school systems for children of nobles and those of the middle class and lower classes. Schooling began in the early teens, and students attended classes until they married. Schools for commoners and boys and girls were taught separately. Boys were taught occupational skills, history, religious practices, and the characteristics of good citizenship, warrior. School for nobility lived at their schools, training to be warriors, trained for the high offices they would hold as adults. Taught rhetoric, music, history, and traditions, how to govern and advance within the imperial bureaucracy, and how to live wisely. Emphasized self control, humility, and unselfishness, highly valued qualities.Girls taught how to manage the households of their future spouses, spin and weave, morality, religion, history, and tradition.Spanish education focus on religious studies rather than humanist pursuits. Roman Catholic Church offered schooling at the elementary level for most children and taught work-related skills (farming and carpentry) or (household skills – cooking/sewing). Guilds provided training in specific crafts and trades. Noble boys were mostly tutored at home and went to university. Noble girls attended schools of the royal court or private lessons in their homes (taught art, music, and poetry).Similarities – both had different schools for nobility and commoners and boys and girls. Religion played a strong role in education as well.PLETION1.money/currency2.Tenochtitlanhard work/manual laborhereditaryChinampasmen and womensocial positionD.MATCHING1.G2.C3.B4.A5.H6.D7.F8.EE.MULTIPLE CHOICE7.D8.B9.D10.A11.B12.C13.B14.B15.AF.TRUE/FALSE1.F2.F3.T4.T5.FG.Religion played an extremely important role in both the Aztec and Spanish societies. Describe the role religion played for either the Aztecs or the Spanish. How did it influence their lives and their worldviews?Religion in Spainall Spaniards were Roman Catholics, sharing a religious worldview of one God, who was always present in their lives, and of an afterlife in either heaven or hellbelieved that their place in the afterlife depended on whether they had followed religious teachings of the Roman Catholic ChurchCathedrals, the grandest buildings in any city, were built as places of worship to honour GodSpanish RC often focused on the suffering of Jesus Christ - admired both courage and the willingness of individuals to withstand suffering and sacrifice in support of their principlesBelieved that Roman Catholic was the only religion and therefore, it was there job to convert everyone to catholic even if it meant forcefully Religious in Aztec humans played only a small role in the world and it was their duty was to fight and die for the gods, tto keep the world order in balancebelieved futures were already determined by the gods, and that their life after death depended on the gods’ decisions and living a balanced lifeit was their duty to make sure the sun never died and the Earth survivedbelieved in many gods and goddesses (male and female/life and death/creation and destruction)each god or goddess was dual in nature, neither purely good nor purely evilgods had a physical image, often with both human and animal featuresduring religious festivals and ceremonies, individuals were chosen to impersonate the godsThree gods dominated the Aztec religion: Huitzilopochtli, Tezcatlipoca, and Quetzalcoatleach neighbourhood had their personal patron deitieseach house had a shrine where family members would ask the gods for help and make offerings of thanks believed the world was created through sacrifice; their role was to maintain the universe in balance through their rituals and sacrificewithout human sacrifices, the Earth would dry up and the sun, moon, planets, and stars would not be able to travel across the skyhuman sacrifices were performed on altars at the top of their templesthe best nourishment for the gods was the still-living hearts of the sacrificed warriorsF.TRUE/FALSE7.F8.F9.T10.F11.F12.T13.F14.T15.FKey - Chapter 9A.What lead to the conflict between the Aztec and the Spanish. List at least 2 points for each.Ambition of the Spanish Empire establishing a large empireincreasing its colonies and gaining wealth from any new lands converting non-Christians to Roman CatholicismSpain’s explorer (Cortes) found a rich, complex civilization never before seen, Spain believed that it was theirs to take - it was their right (imperialism)Ambition of the Aztec Empireconquered most of Meso-America and created a unified civilizationbuilt powerful civilization and continued to expand the empire for the glory of their god Huitzilopochtli profit from trade and marketingtake captives to be sacrificed to their godsAztec lack of awareness of a different worldview (European worldview) led to tragic consequencesB.What did the Aztec know about the Spanish before they arrived and how were the Spanish able to conquer the Aztec with so little men. AZTECAztec heard rumours from the islanders about the Spanish and their ships (they had light skin, long beards, and hair that came only to their ears - descriptions reminded the Aztec of stories of the god Quetzalcoatl)Aztec worldview included a belief in the powers of the gods and supernatural signsthese omens received by the priests and a belief that the god Quetzalcoatl was returning confused Moctezuma and his advisors in how to deal with the SpanishSPANISHCortés knew he could not defeat the Aztec with only 500 men - he needed a strategylearned that many city-states disliked being dominated by the Aztec therefore used Aztec political rival to his advantageeight months, Cortés gathered allies by means of trickery and forceC.True/False - Indicate whether the statement is true or false.1.F2.T3.F4.F5.T6.T7.F8.TD.Multiple Choice - Identify the choice that best completes the statement or answers the question.1.B2.D3.C4.A5.A6.D7.B8.C9.D10.B11.CE. Matching - Match the following words or terms to their correct description below.1.B2.E3.G4.A5.C6.F7.D8. HF.Explain the different worldviews that the Spanish and Aztec held for the following: (include at least 2 to 3 points each)Spanish WorldviewAztec WorldviewMoctezuma sent emissaries with gifts to Cortesmotivated by a desire for the gold, silvermotto of the conquistadors was “For God, Glory, and Gold.” thought the feather gift was not that great as they preferred gold or silverCortes didn’t feel they needed to give the Aztec gifts as the Spanish were superiorCortés sent messages to Aztec saying that he was coming in peace and wished to meet the emperor to extend his greetingssent emissaries with gifts of jewels and fine featherworks for the Spanish leader hoped giving gifts to Cortés would make him leaveAztec believed - an individual who offered the richest gifts was more powerful than the one who received them which meant person receiving the gifts should either submit to that power or departCortes gathered allies as he traveled to TenochtitlanCortés knew he could not defeat the Aztec with only 500 men - he needed a strategylearned that many city-states disliked being dominated by the Aztec therefore used Aztec political rival to his advantageeight months, Cortés gathered allies by means of trickery and forceSpanish knew that interpreters were essential to their military conquest, used as guides, communicators, and military information and cultural informationSpanish warfare was very different - planned surprise attacks and were interested in killing the enemy in order to defeat themused a divide-and-conquer strategy that offset his being so outnumbered by the AztecUse of allies was a typical strategy that the Aztec had used as wellCortes and Moctezuma met in TenochtitlanCortés met Moctezuma on November 8, 1519Cortes didn’t eat if for fear of poisoning and therefore confused MoctezumaCortés replaced the Aztec idols in the palace where he was staying with statues of Roman Catholic saintsReconquista, the Spanish conquistadors develop confrontation and religious intolerance as normal daily lifeMoctezuma wanted more proof he was a god, Cortes was given food containing human bloodThousands of Aztec warriors protected Moctezuma and could have killed Cortésbut Cortés and his men were treated royally and given luxurious accommodationsMoctezuma toured them around Tenochtitlan and were amazed at the marketplace and palacesAztec people were disgusted with the Spanish setting up their statues and felt Moctezuma was weak and had let down his people for letting them do it. They deserted him, leaving him hostage with the SpanishMoctezuma’s belief was that if Cortés was indeed the god Quetzalcoatl, he dared not do anything that would show disrespect to him therefore welcomed Cortés Spanish massacred the Aztecs at the festivaltensions between the Spanish and the Aztec increasedbelieved that their culture and religion were superior to any otherappalled at the Aztec practice of human sacrificeAztec were outraged – they fought the Spanish so ferociously that the Spanish had to retreatIf the Spanish upset their festival it could upset the gods and the sun may not come up tomorrow and it would be the end of the worldAztec had no idea of the motives of the Spanish Spanish destroyed Tenochtitlanstrong religious beliefs – only one god and religion Roman Catholic Church therefore, the Aztec buildings were of no valuedetermined to conquer the empire for his king, his God, and for riches, no matter how many lives were lostthe Spanish tried to escape in the middle of the night, but the Aztec discovered them and attackedSpanish were carrying stolen gold, unwilling to give up the gold, many were quickly killed or drowned1522 - less than three years after he arrived, Cortés became governor and captain-general of New SpainAztec began dying from smallpoxMoctezuma’s decision making were made within a worldview that saw everything as being affected by the gods and every action of humans affecting the gods and the balance of the worldbelieved the stories about the god Quetzalcoatl (coming of Cortés and the conquistadors)belief that the omens/bad luck would come to pass Aztec view of warfare was very different Moctezuma did not understand the ruthless, conquering behaviour of the SpanishAztec did not understand the Spanish desire for gold Aztec believed that their world was coming to an end. ................
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